Relational Action Research on Preservice Teachers' Reflective Thinking and Knowledge Co-Creation

Abstract

When content and pedagogical knowledge are separated, critical thinking is reduced to knowledge and skill acquisition. Due to the complexity of metacognitive activities, research examining the context for and process of critical thinking has been limited. This research presents empirical evidence from a relational and interdisciplinary perspective. In the constructivist and Deweyan view, knowledge is reconstructed through reflections. Given the Chinese relational context and the integrity of early learning, this chapter examines preschool and kindergarten preservice teachers' understandings of teaching and children's thinking. Eight preservice teachers participated in classroom discussions and reflected on their practicum. Findings suggest that when positioning teaching and learning as a relational and social co-constructional process with children, peers, and parents, preservice teachers develop tools for critical thinking and instructional strategies. This research concludes with implications for reconceptualizing both critical thinking and teacher education.