Abstract
When content and pedagogical knowledge are separated, critical thinking is reduced to knowledge and skill acquisition. Due to the complexity of metacognitive activities, research examining the context for and process of critical thinking has been limited. This research presents empirical evidence from a relational and interdisciplinary perspective. In the constructivist and Deweyan view, knowledge is reconstructed through reflections. Given the Chinese relational context and the integrity of early learning, this chapter examines preschool and kindergarten preservice teachers' understandings of teaching and children's thinking. Eight preservice teachers participated in classroom discussions and reflected on their practicum. Findings suggest that when positioning teaching and learning as a relational and social co-constructional process with children, peers, and parents, preservice teachers develop tools for critical thinking and instructional strategies. This research concludes with implications for reconceptualizing both critical thinking and teacher education.
TopBackground
In the recent decade, the Ministry of Education (MOE) has issued a series of policies to improve the quality of teacher education. From a coherent and holistic perspective, the new policies emphasize both instructional skills and reflective thinking for practical problem solving. Teacher Education Curriculum Standard (2011) says that teachers “are reflective practitioners who develop their professional expertise by researching their own experience and modifying their teaching behaviors” (p. 1). The policy puts more emphasis on the reflective process than on instructional strategies for improvement. It says that “teacher education curriculum should guide preservice teachers to research basic educational reform, actively construct educational knowledge and develop practical ability.” Additionally, MOE suggests that preservice teachers be supported to “find and solve practical problems, innovate instructional models and develop personal teaching styles and practical wisdom” (p. 1). Similarly, the Youeryuan Teachers’ Professional Standard (2012) encourages early-childhood teachers to innovate their instructional methods.
Key Terms in this Chapter
Wu Se (Five Colors; ??): Blue, yellow, red, white, and black. They are regarded as five primary colors in ancient China.
Co-Creation: An interactive and communicative process through which meanings are generated and shared by both parties.
Picture Elicitation: An ice-breaking method for participants to generate comments.
Peer-Learning: An interactive way of learning with classmates with regard to curriculum goals.
Hermeneutics: A holistic way of thinking and a qualitative research method of making interpretations of pictures and written or verbal texts.
Wu Guan (Five Senses; ??): Eyes, ears, nose, mouth, and tongue.
Youeryuan: An educational institution for young children. In China, youeryuan usually refers to institutions for children aged 3 to 6.
Wu Sheng (Five Scales; ??): A pentatonic scale: Do, Re, Mi, Sol, La. They are regarded as five basic scales in ancient China.