Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation

Harn, Beth; Meline, McKenzie

doi:10.4018/978-1-7998-3022-1.ch014

Cited by 3 publications

(4 citation statements)

References 27 publications

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“…During these activities, the interns must be able to demonstrate their abilities to reflect and think critically. Explicit teaching and scaffolding of these essential abilities, while teaching interns, are immersed in actual and practical experiences that can enhance their self-reflection and critical thinking skills (Harn & Meline, 2021).…”

Section: Becoming a Reflective Thinkermentioning

confidence: 99%

Self-Instructional Teaching Internship Module: An Evaluation

Montalbo

Cadosales

Pogoy

et al. 2023

IJLTER

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Teaching internship is the apex in the academic life of preservice teachers to ensure their readiness to teach in the actual field. To help teaching interns (TIs) thrive in their practicum, the self-instructional teaching internship (STI) module is developed. This study evaluated the module using the Plan-Do-Study-Act action research and mixed-method research design to provide evidence to aid in its second revision. The participants were 13 state university TIs. The data were gathered by using a validated questionnaire, performance appraisal, and interview guide. While descriptive statistics, percentages, and weighted means were computed for the data. The module structure and format were present and compliant with the design framework, according to experts. The TIs unanimously agreed that the module adhered to Outcome-Based Education (OBE), Technological Pedagogical Content Knowledge (TPACK), Universal Design for Learning (UDL), and comprised a useful learning resource that allowed them to recognise their shortcomings, develop relationships, and become competent as evidenced by their progressive performance. The use of the STI module in Philippine Teacher Education Institutions is encouraged.

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Section: Becoming a Reflective Thinkermentioning

confidence: 99%

Self-Instructional Teaching Internship Module: An Evaluation

Montalbo

Cadosales

Pogoy

et al. 2023

IJLTER

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“…PBL is defined as both teaching method and instructional strategy. As a teaching method, problem-based instruction highlights the use of real problems within narrative stories in order to designate target issue in learning activities (Harn & Meline, 2019). Meanwhile, as an instructional strategy, problem-based instruction facilitates students to deliberate, scrutinize, and propose potential solutions to the real-problems narrated in stories.…”

Section: Problem-based Learningmentioning

confidence: 99%

“…It will be beneficial when teacher education institution facilitates their pre-service teachers to enhance this skill as the preparation for their future career. It is because teachers are required and expected to always reflect on their teaching and actions in the purpose of continuously dealing with their students (Harn & Meline, 2019). The enhancement of problem solving skill in PSETs can be facilitated through conducive learning environment.…”

Section: Introductionmentioning

confidence: 99%

Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

Hapsari¹,

Kuswandono²

2022

JEELS

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This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETs’ problem-solving skill.

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“…This involves their critical thinking in the delivery of the lesson. This incorporates the reflective practices and critical thinking of teachers in the micro or macro teaching, study lesson, video-based instruction, and content course instruction, (Harn, & Meline, 2021)…”

Section: What Is Teacher Theory and Adaptable Model In The Application Of Teaching Professionmentioning

confidence: 99%

Teacher Theory and Adaptable Model: An Application to Teaching Profession

Mallillin¹

2021

EJES

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The application of teaching profession in the teacher theory and adaptable model defines a teaching work and features that involves the change, novelty, and daily basis of uncertainty. The change is effectively a response to the necessary adaptability among teachers in their function and healthy effectiveness in their work. It assesses the various approaches and adaptability to describe the practice and implication on the development of teachers’ relevance to the knowledge for further experiences. It provides adaptability and technological impact and change in the teaching process. On the other hand, the teacher theory and adaptable model in the application of the teaching profession refers to the following acronym, T stands for Talent, E stands for Enthusiastic, A stands for Adaptable, C stands for Creative, H stands for Honest, E stands for Effective, and R stands for Resourcefulness where the approach and the process consider teaching and learning perspective manner considering the student performance in the learning process. The teaching provides rich knowledge of the profession of teachers as specialists in molding and shaping the future of students in their professional fields. Moreover, the teacher theory and adaptable model cycle highlights the characteristics and features of expert teachers to include content knowledge, extensive pedagogy, diverse learners, adaptation, problem solving strategies and techniques, decision making, event classroom perception, context sensitivity, and respect for students. It stresses the knowledge that holds teachers in the academic assimilation and highlights knowledge in the classroom practical experiences. Furthermore, the application of the theory and adaptable model in the teaching profession is very essential in the structure and understanding the domain of learning and teaching as to affective, cognitive, and psychomotor domains in different approaches of teaching as to student reinforcement and learning guide, make relevant learning meaningful, foster learning, self-direction, and incorporate interes t and prior learning knowledge. Article visualizations:<img src="/-counters-/edu_01/0974/a.php" alt="Hit counter" />

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Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation

Cited by 3 publications

References 27 publications

Self-Instructional Teaching Internship Module: An Evaluation

Self-Instructional Teaching Internship Module: An Evaluation

Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

Teacher Theory and Adaptable Model: An Application to Teaching Profession

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