Supporting Teacher Candidates' Development of Critical Thinking Skills Through Dialogue and Reflection

Abstract

This chapter employs a dialogic, sociocultural perspective to describe ways teacher educators can support teacher candidates as they develop the critical thinking skills needed to make the transition from student to teacher in contemporary classrooms in the United States. Data from a longitudinal qualitative study are used to examine the utility of problem-posing seminars and subsequent reflection as tools that can help English teacher candidates embrace the tension they encounter as competing ideologies both complicate and nurture their efforts to enact a student-centered framework for teaching. Specifically, participants' reflections on their efforts to employ dialogic approaches to teaching are explored in the context of standardized curricula and classroom settings. Data suggest that making dialogue and reflection key facets of teacher education programs creates conditions for critical thinking and creativity to flourish.

Embracing Wobble: Exploring Novice Teachers’ Efforts to Enact Dialogic Literacy Instruction

“…Our participants were 14 novice teachers with less than four years of teaching experience recruited from literacy teacher preparation programs at four research sites across the United States. Each participant studied the concept of dialogic pedagogy and sought to work from that stance by teaching in ways that valued questioning, examined context, and explored multiple perspectives (Stewart, ). Participants opted into this study because it offered an opportunity to examine the challenges they encountered while working from this stance.…”

“…These kinds of mentoring experiences (Himley, ; Jones, ), which are similar to the OIP, allow new and experienced teachers to dialogue with one another about their conceptions of students, situations, and challenges and to delve into insights, alternative perspectives, and new approaches to the classroom (Fecho, Collier, Friese, & Wilson, ). Reflective journals can also facilitate these conversations around areas of concern (Gut, Wan, Beam, & Burgess, ; Stewart, ). Our OIP is an attempt to refine current mentoring practices by using the concept of wobble as a touchstone for embracing struggle, frustration, and success.…”

“…and challenges and to delve into insights, alternative perspectives, and new approaches to the classroom (Fecho, Collier, Friese, & Wilson, 2010). Reflective journals can also facilitate these conversations around areas of concern (Gut, Wan, Beam, & Burgess, 2016;Stewart, 2019). Our OIP is an attempt to refine current mentoring practices by using the concept of wobble as a touchstone for embracing struggle, frustration, and success.…”

Pensamiento crítico en las carreras de pedagogía

“…Facione, uno de los principales exponentes en el estudio del pensamiento crítico, a partir del consenso generado en un panel de expertos, sostiene que: En la FID se ha descubierto que el fomento del pensamiento crítico mediante la preparación y realización de debates académicos favorece el desarrollo de competencias comunicativas y pedagógicas, siendo muy bien valorado por los estudiantes (Zelaieta y Ortiz de Barrón, 2018); el enfoque de preguntas basadas en argumento favorece la adquisición de capacidades para pensar críticamente en los estudiantes de pedagogías (Sönmez et al, 2021). Además, como indica Stewart (2019), los procesos educativos que fomentan el diálogo y la reflexión estimulan el pensamiento crítico en los estudiantes durante su formación. Del mismo modo, el aprendizaje colaborativo ayuda a desarrollar el pensamiento crítico (Chacón y Chacón, 2018), mientras que el trabajo en redes sociales, empleando portafolios digitales, fortalece igualmente el mismo (Muñoz-González y Soto-Gómez, 2020).…”

Mokinių kritinio mąstymo raiška socialiai jautriame lytiškumo ugdymo turinyje

“…Lytiškumo ugdymo pamokų metu tos smulkmenos yra daug jautresnės nei kitų -gamtos, fizinių ar humanitarinių mokslų -dalykų pamokų metu. Stewart (2019) apibūdindamas šį pedagoginį vyksmą atkreipia dėmesį į tai, kad mokinių kritinio mąstymo veikdinimas neįmanomas, jeigu mokytojas pats neturi išsiugdęs kritiniu mąstymu pagrįstos pedagoginės komunikacijos gebėjimų. Šio straipsnio autoriaus M. Bytauto patirtis vykdant lytiškumo ugdymo užsiėmimus leidžia teigti, kad kritinio mąstymo metodologine prieiga grindžiamas pažinimas žymiai sumažina ir netgi sublimuoja socialinio jautrumo fenomeną.…”