Developing Special Education Teacher Candidates’ Critical Thinking: A Review of Literature of Teacher Preparation Programs

• In Event: Innovative Approaches to Special Education Teacher Preparation

Abstract

Teacher preparation programs often focus on developing technical teaching skills and expertise in isolated aspects of diversity, which limits teacher candidates’ ability to apply their knowledge effectively in diverse classrooms. Hence, we conducted a systematic literature review to understand the epistemological underpinnings of how critical thinking is imagined, measured, and manifested in special education teacher preparation. Using DisCrit as a theoretical framework, we analyzed thirty-eight articles. The preliminary findings are that criticality application varies across empirical studies and is tied to critical theories, culturally relevant pedagogy, specific fields of inquiry, and instructional activities with embedded critical reflection. However, none of the scholars discuss teacher candidate dispositions, leaving the acquisition of criticality by aspiring educators up to chance.

Authors

• Shweta Chandrashekhar, University of Wisconsin - Madison

• Deonte E. Iverson, University of Wisconsin - Madison