Exploring prospective teachers' critical thinking: Case-based pedagogy and the standards of professional practice

Cherubini, Lorenzo

doi:10.1016/j.tate.2008.10.007

Cited by 34 publications

(9 citation statements)

References 12 publications

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“…The literature on the improvement of preservice teachers' CT highlights the following points: (a) constructivist methods such as problem-based learning, and inquiry-based learning have a positive effect on improving preservice teachers' CT (Cherubini, 2009;Sendag & Odabasi, 2009), (b) courses explicitly teaching CT improves preservice teachers' CT (Kong & Seng, 2004), and (c) courses integrating CT related skills into their curriculum can improve CT skills and dispositions (Han & Brown, 2013;Sezer, 2008).…”

Section: Ctd In Preservice Teacher Educationmentioning

confidence: 99%

Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies

Şendağ

Erol

Sezgin

et al. 2015

CONTEMP EDUC TECHNOL

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The aim of this study was to investigate the associations between preservice teachers' Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD-I) and a Web 2.0 competency questionnaire including items related to Web 2.0 awareness, Web 2.0 use, and educational use of Web 2.0 tools. Five different Web 2.0 tools included in the study: (a) blogs, (b) wikis, (c) social networking websites, (d) YouTube, (e) podcasts. A total of 1335 preservice teachers completed the survey. Findings indicated that participants had a medium level internet use, Web 2.0 awareness, Web 2.0 use and Web 2.0 skills while their educational Web 2.0 use level was low. In terms of competencies on certain Web 2.0 tools, their blog, wiki and podcast competencies were at a very low level, whereas their social networking and YouTube competency levels were high. Findings also showed that there were significant relationships between preservice teachers' Web 2.0 competencies and their critical thinking disposition. The results highlighted that the use of different Web 2.0 tools can be complementary to each other during certain instructional activities to improve different dimensions of critical thinking disposition.

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Section: Ctd In Preservice Teacher Educationmentioning

confidence: 99%

Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies

Şendağ

Erol

Sezgin

et al. 2015

CONTEMP EDUC TECHNOL

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“…They used content analysis of student papers as the primary research technique and found that, over time, students became more analytical in their approach to problems, were more likely to evaluate a variety of solutions rather than being satisfied with one right answer, were more open to their fellow students' ideas, applied theory to support their ideas, and displayed more satisfaction with the quality and quantity of their learning in their case-based course. Another study focused on educational dilemmas was developed by Cherubini (2009). He reports on a qualitative constructivist research study employing case-based pedagogy to investigate how Education undergraduate students made sense of the complex dilemmas inherent in the cases and in particular, the factors that exerted an influence on their critical thinking processes.…”

Section: Research On the Use Of Cases In Teacher Educationmentioning

confidence: 99%

Enhancing Autonomy in Language Education

Raya¹,

Vieira²

2015

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Table of contents Foreword The deep turn: Education for autonomy at a time teachers need hope | vii Introduction | 1 1 Enhancing autonomy in (language) education | 1 2 Overview of the book | 7 Chapter 1 Promoting autonomy in (language) education | 11 1 A brief perspective on schooling | 11 2 The focus on autonomy as a goal of (language) education | 18 3 Pedagogy for autonomy in language education: some practical implications | 26 4 Concluding remarks | 37 Chapter 2 Teacher education for autonomy | 39 1 The role of teachers at school | 39 2 The complexity of teaching and teacher education | 43 3 Autonomy and reflective teacher education | 47 4 Concluding remarks | 58 Chapter 3 Working with and learning from cases | 59 1 Professional development and the case method | 59 2 What is a case and how can cases be used? | 62 3 Reasons for the use of cases in teacher education | 66 4 Research on the use of cases in teacher education | 71 5 Concluding remarks | 79 Chapter 4 Teachers writing cases from their own experience | 81 1 Who are we as teacher educators? | 81 2 Exploring cases for teacher and learner autonomy | 83 2.1 Case analysis | 84 2.2 Case construction | 87 vi Table of contents 3 Building cases from inquiry into experience | 90 3.1 Getting started: defining the focus and purpose of pedagogical inquiry | 90 3.2 De-schooling professional knowledge | 93 3.3 Students as critical consumers and creative producers of knowledge | 96 3.4 Relearning to write | 100 4 Value and shortcomings of experience-based teacher education | 102 5 Concluding remarks | 104 Chapter 5 Teacher educators writing cases from teachers' experience | 105 1 Designing the cases: teacher educators as architects of professional learning | 105 2 A practical example: developing a hybrid approach | 119 3 Concluding remarks | 127 Conclusion | 128 References | 135 Index | 156

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“…A number of studies have been conducted on the use of online learning in the preparation of teachers (Cherubini, 2009;Paul & Elder, 1997;Pithers, 2000). Specifically, case-based pedagogy has been supported as one means of effectively teaching future teachers (Cherubini, 2009;Vacca et al, 2003).…”

Section: Web-based Learningmentioning

confidence: 99%

“…The use of online learning environments as a means of providing a positive quality learning experience for students in higher education continues to fill education literature (Cherubini, 2009;Harrington, Quinn-Leering, & Hodson, 1996;Levin, 1994). A number of studies have been conducted on the use of online learning in the preparation of teachers (Cherubini, 2009;Paul & Elder, 1997;Pithers, 2000). Specifically, case-based pedagogy has been supported as one means of effectively teaching future teachers (Cherubini, 2009;Vacca et al, 2003).…”

Section: Web-based Learningmentioning

confidence: 99%

Exploring Factors of a Web-Based Seminar That Influence Hispanic Preservice Teachers’ Critical Thinking and Problem-Solving Skills

Garcia¹,

Hooper

2011

Journal of Hispanic Higher Education

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The purpose of the qualitative study using a phenomenological approach was to gain insight of preservice teachers' experiences with a WebCT seminar designed to develop critical thinking and problem-solving skills in a Hispanic-Serving Institution's teacher education program. By applying a "holistic approach" to analyze data, NVivo software was used to assist the process. Findings indicate the use of discussion board and a reading strategy were influential in developing critical thinking and problemsolving skills, respectively. Resumen KeywordsHispanic teacher candidates, critical thinking, web-based learning, problem-solving skills, online explicit strategy instruction, NVIVO qualitative data analysis software

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Exploring prospective teachers' critical thinking: Case-based pedagogy and the standards of professional practice

Cited by 34 publications

References 12 publications

Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies

Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies

Enhancing Autonomy in Language Education

Exploring Factors of a Web-Based Seminar That Influence Hispanic Preservice Teachers’ Critical Thinking and Problem-Solving Skills

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