NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ823252
Record Type: Journal
Publication Date: 2004-Mar
Pages: 21
Abstractor: As Provided
Reference Count: 91
ISBN: N/A
ISSN: ISSN-1366-4530
Casing the Self: A Study of Pedagogy and Critical Thinking
Swartz, Ellen
Teacher Development, v8 n1 p45-65 Mar 2004
The cycle of transmission pedagogy that begins in teacher preparation programs--and is supported by "old school" practices in the field--obstructs critical thinking in both arenas. By pedagogically structuring for critical thinking in teacher education courses, teacher educators can disrupt this pattern through exposure to and experience with teaching and learning as a process of critical and conscious inquiry and knowledge production. The purpose of this self-study was to identify and assess forms of critical thinking that were demonstrated by students when exposed to specific pedagogical practices. In addition to identifying five literature-supported forms of critical thinking and their connection to specific pedagogical practices, a sixth form was identified during the research process. The study suggests that conscious attention to critical thinking is a powerful strategy for addressing the acritical and monocultural knowledge base of most students in teacher preparation programs, and that this strategy depends upon teacher educators' effective modeling of critical thinking. (Contains 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A