Thinking In Teacher Education Research Articles

教員養成における教育的思考(報告論文,シンポジウム 教員養成と教育思想史)

教員養成における教育的思考(報告論文,シンポジウム 教員養成と教育思想史)

Integrating Design Thinking in Teacher Education to Foster Creativity

This paper discusses how design thinking was used in a one-semester education course at the University of Calgary with secondary school prospective teachers of different disciplinary backgrounds and high school subject specializations. It presents some key characteristics of design thinking and their relationship to creativity and students’ learning. It shares ways in which a sample of the student teachers engaged in design thinking, which stimulated their creativity and resulted in new thinking that included the development of classroom instructional strategies and products to support creativity in students’ learning of mathematics and science.

Discussions in a Socrates Café: Implications for Critical Thinking in Teacher Education

The purpose of this study was to benchmark the types of Socratic questioning that were occurring in a Socrates Café, an online discussion forum, in a graduate-level diversity course in teacher education. The Universal Intellectual Standards were used to analyze Socratic questioning. Results suggested that the nine Universal Intellectual Standards provided an exceptional deductive framework for understanding the types and frequencies of Socratic questioning occurring in the Socrates Café. The benefits of using a Socrates Cafe discussion for instruction to scaffold critical thinking are discussed and implications for teacher education are considered.

Amálgama entre o professor inclusivo e o universo da educação física

http://dx.doi.org/10.5902/1984686X4411O objetivo timoneiro deste trabalho é compreender os liames entre a formação de professores e o processo de inclusão, almejando tecer uma gama de elementos que irão contribuir para a compreensão do objeto de estudo buscando responder a problemática do estudo, dos quais muitos deles permanecem conflituosos perante a área de Educação Física não possibilitando a compreensão da simbiose entre o professor inclusivo e o universo da Educação Física. Para tanto, faz se uso de uma pesquisa com um cunho bibliográfico como forma de coletar dados que possam subsidiar o entendimento da análise que será trabalhada neste estudo. Por meio do estudo é possível apontar que a área de Educação Física necessita superar uma série de conflitos que impossibilitam a aproximação com o processo de inclusão, entendendo-se, aqui, como um processo que almeja incluir todos aqueles alunos que sempre foram segregados e marginalizados do âmbito do ensino regular, e contextualizando com a Educação Física tal processo se torna mais sensível considerando que é uma área que sempre se caracterizou por destacar os mais hábeis e mais habilidosos, enquanto os outros eram (são) considerados derrotados não se adaptando aos moldes concebidos pelo esporte de alto-rendimento. Portanto, ao se pensar na formação de professores em Educação Física é preciso considerar todas as nuanças que podem levar a exclusão dos alunos com necessidades especiais com o intuito de fortalecer o processo de inclusão com transparência com a diversidade que permeia no âmbito escolar.

In Spite of Postmodernism: Exploring History as a Discipline to Cultivate Historical Thinking in Teacher Education

This article assumes the position that teacher candidates must be engaged in authentic historical research during the course of their teacher education programs. This caveat is particularly essential with respect to future teachers of social studies and history. Beyond the obvious aim of learning that history is not mere content - a matter of great importance to the teaching of history and social studies in classrooms, which counters the hegemony of textbooks and examinations as arbitrators of student success - engaging in authentic historical research can be a useful means of developing a robust philosophy of history that can inform future practice. Such a philosophy is vital, particularly in light of postmodern critiques of history and the linguistic turn, which shall be discussed at greater length.

Novice Teachers' Attention to Student Thinking

Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done, with evidence of novices attending to students' thinking early in their teaching and offer framing as an alternative perspective on whether and how teachers attend to student thinking. By this account, most teachers work in professional contexts that focus their attention on curriculum, classroom routines, and their own behavior, rather than on student thinking. An account of framing suggests an early, strong emphasis on attention to student thinking in teacher education.

Strangely familiar: cross-curricular and creative thinking in teacher education

This article is a summary of a cross-Arts, action research project in primary teacher education. The Higher Education ARTS and Schools (HEARTS) project aimed at attitude and pedagogical change amongst teacher education students. The researchers chose to explore the effects and effectiveness of the Arts in making meaning and relevance for both children and university students. The project used challenging, outdoor experiences shared equally by students and pupils in an attempt to generate creative thinking. The article describes the project and highlights key research findings from a meta-analysis of student research assignments and logged student reflections. It suggests that there are major challenges for teacher education, in particular to support new teachers in discovering their own areas of creativity, enhancing those of the children they teach and in becoming more confident in making their own curricular contributions. The research also revealed neglected capacity in tutor/tutor, tutor/student and student/pupil collaboration. For the Arts in schools, the project strongly suggested that the meaning-making qualities of the Arts were currently under-used and should be maximized. For schools the researched and researching students recognized the great potential of shifting the locus of control towards children and also the power of the Arts as motivators for learning across all curriculum subjects.

Targeting critical thinking within teacher education: The potential impact on society

Emphasizing critical thinking in teacher education could potentially increase society's effectiveness in addressing national and international problems. This linkage between teacher education and societal problem solving is predicated on three major possibilities: (a) Increased emphasis on critical thinking in teacher education will increase the emphasis on critical thinking in K‐12 education, (b) increased emphasis on critical thinking in K‐12 will lead to increased use of critical thinking within society, and (c) increased use of critical thinking among society's leaders and citizens will produce better problem solving at a societal level. The proposed linkage between teacher education and societal problem solving is anchored in three aspects of critical thinking: disposition toward critical thinking, cognitive skill in critical thinking, and information bases for critical thinking.

Higher-Order Thinking, Philosophy, and Teacher Education in Physical Education

In this paper, we first present three educational perspectives inherent in the teaching of physical education and, parallel to it, in physical education teacher education (PETE) programs. These perspectives are the traditional, the humanistic, and the social. We agree with advocates of the critical pedagogy and critical thinking movements who suggest that the development of higherorder thinking is neglected in these programs. In order to emphasize higherorder thinking in teacher education, we propose the re-introduction of philosophy—not philosophy in its traditional sense, but as in hermeneutics: philosophy in its pragmatic (Deweyan and Lipmanian) sense. We argue that philosophical dialogue within a community of peers provides the essential conditions for the development of higher-order thinking skills and dispositions. We then examine to what extent philosophy is relevant to future teachers in physical education, and provide one successful example of the implementation of philosophical dialogue into a conventional PETE program.

Portfolios: A tool for reflective thinking in teacher education?

Portfolios have often been promoted as a tool for reflective thinking, yet few studies have examined the use of portfolios in reflective teacher education programs. This exploratory study uses interviews, essays, and survey data to examine 212 teacher education students' efforts to think reflectively through the process of constructing portfolios based on their experiences in a community service-learning program. Findings revealed that the portfolio process prompted reflective thinking in many, but not all, students. Recommendations for using portfolios in teacher education programs include: focusing attention on students' initial understanding of the process and its purpose, encouraging student ownership and individual expression, providing some structured aspects to balance the open-ended nature of portfolios, and evaluating the portfolio process and students' responses.

Critical Thinking in Teacher Education: A Process-Oriented Research Agenda

In recent years, critical thinking has become a central focus of education, especially in North America. Within this focus, there has been a major debate regarding the generalisability of specificity of critical thinking. The main issue in this connection appears to have been whether critical thinking needs to be closely linked with traditional disciplines. If critical thinking is really as vital as its proponents maintain, then it will also be important in applied fields such as teacher education. It is our intention in this paper to explore the implications, for teacher education, of taking critical thinking seriously.

Critical Thinking in Teacher Education

Critical Thinking in Teacher Education

Critical Thinking in Teacher Education: Towards a Demythologization

Critical technique in both general and teacher education has received over whelming support from academicians for at least the last two decades. While it is true that the technique is useful when properly applied, the enthusiastic (and largely uncritical) endorsement it has received has elevated it, argues Wal ters, to the status of "myth." It increas ingly is perceived as an almost sacro sanct, "natural," universally applicable, unproblematic methodology. Walters of fers a minority dissent to the received view, and explains why the reductionis tic methodology and epistemic assump tions underlying critical thinking strate gies are problematic, particularly in re gards to teacher education.

Critical Thinking in Teacher Education

Critical Thinking in Teacher Education

Critical Thinking in Teacher Education

Critical Thinking in Teacher Education

Critical Thinking in Teacher Education and the Schools

Critical Thinking in Teacher Education and the Schools