Activation of a Critical Attitude in Prospective Teachers: From Research Investigations to Guidelines for Teacher Education

Autor/inn/en	Viennot, Laurence; Décamp, Nicolas
Titel	Activation of a Critical Attitude in Prospective Teachers: From Research Investigations to Guidelines for Teacher Education
Quelle	In: Physical Review Physics Education Research, 14 (2018) 1, S.010133-1 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Preservice Teachers; Science Teachers; Physics; Critical Thinking; Investigations; Interviews; Comprehension; Metacognition; Satisfaction; Self Esteem; Scientific Concepts; Mastery Learning + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik; Kritisches Denken; Untersuchung; Interviewing; Interviewtechnik; Verstehen; Verständnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zufriedenheit; Self-esteem; Selbstaufmerksamkeit
Abstract	This paper is inspired by the widely accepted need to develop critical thinking in physics students and teachers. More specifically, it is focused on the development of a critical attitude in prospective physics teachers. The question of a possible interplay between the development of conceptual comprehension and that of a critical attitude prompted us to conduct a series of investigations with teachers at the end of their preparation. The goal of this paper is to provide a synthesis of five previously published papers on this topic in order to inform discussion about teacher preparation. Each investigation is centered on a particular aspect of physics, and all are based on in-depth interviews with different participants. We focus on prospective teachers' "intellectual dynamics," that is, the way their comprehension of nonobvious topics and their critical attitudes evolve during these interviews, taking into account metacognitive and affective aspects such as intellectual satisfaction and self-esteem. We characterize several types of intellectual dynamics: "early critique," "delayed critique," "unstable critique," and "expert anesthesia" and provide information on their frequency. An overall conclusion is that in this type of context, that is, a guided intellectual pathway of about an hour, the development of conceptual comprehension and critical attitude are most often deeply entangled. We discuss the implications of these results for future research and we advocate new objectives and strategies for physics teachers' preparation. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01