学生教师专业实践准备中的批判性思维：瑞典大学教学实习政策文件中的批判性思维概念案例研究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-24 DOI:10.1016/j.tate.2024.104816

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引用次数: 0

摘要

本文以瑞典一所大学的师范教育课程为例，探讨了国家和地方教学安排政策文件中关于批判性思维的概念。本文所探讨的概念基于当代教育批判性思维的三种理论模式：批判性思维运动、批判性教学法和 "批判性 "运动。在瑞典，与批判性思维运动对个人认知技能的关注相比，教师职业的社会伦理范围更为广泛。批判性反思和自我反思，这两个与批判性教育的批判性理想相一致的概念，在所分析的文件中占主导地位。

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Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university

This paper explores the conceptions of critical thinking in national and local policy documents for teaching placement, using the case of teacher education programs at a Swedish university. The concept under scrutiny is based on three contemporary theoretical models of critical thinking in education: critical thinking movement, critical pedagogy, and “criticality” movement. In Sweden, the teacher profession is framed with a broader socio-ethical scope than the focus on individual cognitive skills of the critical thinking movement. Critical reflection and self-reflection, two conceptions identified with the criticality ideal of education for critical being, prevail in the analyzed documents.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.