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Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation

Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation

Beth Harn, McKenzie Meline
Copyright: © 2021 |Pages: 20
ISBN13: 9781799830221|ISBN10: 1799830225|EISBN13: 9781799830238
DOI: 10.4018/978-1-7998-3022-1.ch014
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MLA

Harn, Beth, and McKenzie Meline. "Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation." Research Anthology on Developing Critical Thinking Skills in Students, edited by Information Resources Management Association, IGI Global, 2021, pp. 232-251. https://doi.org/10.4018/978-1-7998-3022-1.ch014

APA

Harn, B. & Meline, M. (2021). Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation. In I. Management Association (Ed.), Research Anthology on Developing Critical Thinking Skills in Students (pp. 232-251). IGI Global. https://doi.org/10.4018/978-1-7998-3022-1.ch014

Chicago

Harn, Beth, and McKenzie Meline. "Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation." In Research Anthology on Developing Critical Thinking Skills in Students, edited by Information Resources Management Association, 232-251. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3022-1.ch014

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Abstract

To better prepare teachers for the field, education preparation programs (EPP) need to increase their emphasis on using practice-based experiences that are embedded throughout the teacher preparation program. These experiences must give opportunities for TCs to practice reflective and critical thinking skills. These key skills must be explicitly taught and scaffolded throughout the practice-based experiences to better prepare self-reflective TCs and critical thinking practitioners. Therefore, the purpose of this chapter is to show how to incorporate critical thinking and reflective practice opportunities in (1) content courses using case-based instruction, video-based instruction, lesson study, and microteaching; (2) within practicum settings using observational feedback and video analysis; and (3) finally, incorporating performance assessments, such as the EdTPA and PPAT, to measure a TC's ability to provide instruction while thinking critically.

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