The Trouble with Critical Thinking in Teacher Education

• In Event: Justice-Oriented Teacher Education

Abstract

Critical Thinking (CT) is presented in K-12 teaching and learning standards as a key 21st Century skill vital to a healthy democratic society. At the same time, CT as taught in teacher education has been critiqued on philosophical, pedagogical, and political grounds. What strengths are claimed for CT in teacher education, and do those strengths support a broader vision of the role of teachers and education in contemporary society? We systematically review the literature on CT and teacher education from the standpoint of critical reflection, emancipatory praxis, and generative change, finding that reductionist definitions of CT, restriction of CT to specific instrumental purposes, and separation of CT processes from specific knowledge domains limit its ability support meaningful change in schools and society.

Authors

• Richard Miller, University of Nevada, Las Vegas

• Katrina Liu, University of Nevada, Las Vegas

• Christopher B. Crowley, Wayne State University

• Min Yu, Wayne State University