University courses that focuses on teaching pedagogy and theory.
Published in Chapter:
Developing Critical Thinking and Reflection in Teachers Within Teacher Preparation
Beth Harn (University of Oregon, USA) and McKenzie Meline (University of Oregon, USA)
Source Title: Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
Copyright: © 2019|Pages: 20
DOI: 10.4018/978-1-5225-7823-9.ch007
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.
