Understanding preservice teachers’ thinking styles and dispositions and how these are related to positive changes in their teacher behaviors provide valuable information for teacher preparation. This study aimed to investigate the relationship between preservice teachers’ critical-thinking dispositions and three thinking styles (judicial, legislative, and executive) and their behavior change in...

Objective. To evaluate student and teacher perceptions of the utility of the Reflective Ability Clinical Assessment (RACA) in an undergraduate pharmacy curriculum at an Australian university. Methods. A mixed-method study comprising the administration of a 7-item student survey on a 6-point Likert-type scale and a 45-minute focus group/phone interview with teachers. Results. Student (n=199) and...

In this paper we explore the phenomenon of “shattered images” in the learning to teach process. For our presentation and discussion we draw on: reflective accounts of preservice teachers written prior to, during, and following periods of field experience; our experiences as teachers and teacher educators; and, on our own and other research on teacher education and development, particularly on o...

Since the mid-1990s, the role of the teacher has expanded to include overseeing and intervening in the moral development of students. In Australia, this expectation of teachers was generated largely by the national coalition government, and has been continued by the Labor government. As a result, it is essential that pre-service teacher education courses skill pre-service teachers in appropriat...

Teacher preparation is a highly contested area in England with a range of epistemological approaches potentially being promoted through the availability of a range of preparation routes. The dominant model of teacher preparation used by programmes led by university education departments is that of developing reflective practitioners. However, other models, including those coined as ‘craftworker...

The conventional banking model (Kalsoom, Kalsoom & Mallick, 2020) of rote-recall culture pedagogical practices might promote subject-centric memorizing, rather than understanding and critical exploration knowledge. Critical reflection articulate the depth breadth experiences learners build connections between past, present construct a vision for future. In pedagogy, different forms like poe...