Cultivating CT-oriented teachers in pre-service teacher education: What is there and what is missing?

Cultivating CT-oriented teachers in pre-service teacher education: What is there and what is missing?

• Yuan, Rui University of Macau

Teachers and Teaching : Theory and Practice, 29(7), 924-945, 2023

Taylor & Francis

2023

• F 教與學
  • FC 批判思考、學習技巧、時間
• M 教師與教師教育
  • MA 教師之專業教育

Critical Thinking Pre-service Teacher Education Teacher Learning Curricula Development

• Hong Kong

• 1997.7 onwards

• 專上教育

Despite a plethora of studies on how to teach critical thinking (CT) in different subject classrooms, there is limited research on how teachers foster their CT and learn to teach CT through pre-service teacher education. Such a gap gives impetus to the present study, which seeks to examine to what extent and how a group of student teachers are prepared to become CT-oriented teachers in a Hong Kong-based pre-service language teacher education programme. Adopting a qualitative research approach and informed by a tripartite conceptual framework (i.e. coverage, coherence, and applicability), the study explored student teachers’ perceptions and experiences via in-depth interviews and relevant documents, supplemented by data gathered from language teacher educators in the programme. The findings reveal a rich yet unbalanced coverage of CT instruction, the transferability of CT learning to its teaching, as well as the rhetoric-reality gap in developing CT-related pedagogy in the programme. In light of the findings, practical implications at classroom and curricula levels are drawn to facilitate the integration of CT into teacher education programmes. © 2023 Informa UK Limited.

• 英文

期刊論文

• 13540602

• 10.1080/13540602.2023.2215719

https://bibliography.lib.eduhk.hk/tc/bibs/66537593

2024-07-11