Developing Pre-Service Teachers' Critical Thinking and Assessment Skills With Reflective Writing

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Author(s): Tracey S. Hodges (University of Alabama, USA), Chyllis E. Scott (University of Nevada – Las Vegas, USA), Erin K. Washburn (Binghamton University (SUNY), USA), Sharon D. Matthews (Texas A&M University, USA)and Carly Gould (University of Nevada – Las Vegas, USA)
Copyright: 2019
Pages: 28
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.ch008

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

Teacher education programs are implementing more reflection into their coursework to better prepare future teachers to think critically in their classrooms. In this multiple-participant case study, the researchers analyze nine PSTs from two different teacher preparation programs. All PSTs participated in one-on-one or small group reading interventions with young children and conducted a series of assessments and intervention lessons over one semester. At the same time, the PSTs took a course focused on reading assessment and intervention. Through the course, PSTs reflected on their intervention practices, student growth, instructional strengths and weaknesses, and additional concerns that could arise during the sessions through the use of reflective writing assignments. Through learning about literacy assessments and conducting literacy interventions and tutoring, PSTs practiced and enhanced their critical thinking skills.

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Developing Pre-Service Teachers' Critical Thinking and Assessment Skills With Reflective Writing

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