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Critical Thinking, Critical Doing: Instructional Routines for Critical, Embodied Thinking in Preservice Literacy Education Coursework
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Author(s): Nicholas E. Husbye (University of Wisconsin – Milwaukee, USA), Julie Rust (Millsaps College, USA), Beth A. Buchholz (Appalachian State University, USA), Christy Wessel Powell (Purdue University, USA)and Sarah Vander Zanden (University of Northern Iowa, USA)
Copyright: 2019
Pages: 22
Source title:
Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
Source Author(s)/Editor(s): Gina J. Mariano (Troy University, USA)and Fred J. Figliano (Troy University, USA)
DOI: 10.4018/978-1-5225-7823-9.ch016
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Abstract
This chapter outlines five instructional routines utilized by teacher educators to support the development of not only critical thinking but critical doing for future educators. The five routines—collaborative facilitation, behind-the-glass peer reviews, lesson play, virtual peer coaching, and rehearsals—are both described and expanded in a worked example using data from undergraduate coursework for pre-service teachers in literacy education. Individual routines foreground and background particular elements of the teaching process; however, all maintain an emphasis on critical thinking and doing as a core competency. Importantly, these instructional routines were found to be most effective when (1) preservice teachers are given opportunities to engage in multiple iterations of each routine and (2) preservice teacher doing is surrounded by substantial amounts of teacher educator feedback.
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