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: 2021
Pages: 21
Source title: Research Anthology on Developing Critical Thinking Skills in Students
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-3022-1.ch059

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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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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Critical Thinking, Critical Doing: Instructional Routines for Critical, Embodied Thinking in Preservice Literacy Education Coursework

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