Transferability of Critical Thinking in Rural Pre-Service Teachers’ Classrooms
Keywords:
critical thinking, pre-service teachers, rural education, student teaching, practicum, higher educationAbstract
This qualitative study explored how pre-service teachers transferred critical thinking skills into practicums and classrooms in rural settings. Additionally, how pre-service teachers fostered critical thinking was examined. Pre-service teachers understood the reasoning behind why it was crucial to enact critical thinking in classrooms with early learners. The nurturing of human skills such as problem-solving and collaborative work was imperative in the younger years. Most participants found that, through observation and learning experiences, they were able to refine their pedagogical strategies. Therefore, the study found four themes that were produced through semi-structured interviews. Finally, how pre-service teachers fostered critical thinking by engaging their young students in active learning was seen. Thus, this study provided insight into how critical thinking is transferred from pre-service teachers to young students, and the means through which this occurs, specifically within rural settings. These findings clarify how pre-service teachers work to foster skills in young students during practicums and student teaching in rural areas.
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