Encouraging preservice teachers' critical thinking development through practitioner inquiry

Mary Higgins, Rachel Wolkenhauer

Research output: Chapter in Book/Report/Conference proceedingChapter


This chapter presents findings from a phenomenological study that investigated the experiences of elementary preservice teachers engaged in semester-long inquiries during a yearlong student teaching internship. The authors found that practitioner inquiry was a means to support the critical analysis of teaching practices and classroom experiences. The preservice teachers first identified an aspect of teaching from which they wanted to learn, systematically studied their practices in that area, and transferred that knowledge to other aspects of their teaching. This research supports that practitioner inquiry can be used in teacher education coursework to encourage preservice teachers to take more active roles in their learning to become critical thinkers and to generate knowledge for student learning and professional growth.

Original languageEnglish (US)
Title of host publicationResearch Anthology on Developing Critical Thinking Skills in Students
PublisherIGI Global
Number of pages23
ISBN (Electronic)9781799830238
ISBN (Print)9781799830221
StatePublished - Oct 2 2020

All Science Journal Classification (ASJC) codes

  • Economics, Econometrics and Finance(all)
  • General Business, Management and Accounting
  • General Arts and Humanities
  • General Social Sciences


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