Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university

• Published in: Teaching and teacher education Vol. 153; p. 104816
• Main Authors: Cananau, Iulian, Edling, Silvia, Haglund, Björn
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.01.2025
• Subjects: Concept; Critical thinking; Innovative Learning; Innovativt lärande; Placement; Policy documents; Teacher education; Teacher profession; Concept; Teacher education; Policy documents; Placement; Critical thinking; Teacher profession
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2024.104816

This paper explores the conceptions of critical thinking in national and local policy documents for teaching placement, using the case of teacher education programs at a Swedish university. The concept under scrutiny is based on three contemporary theoretical models of critical thinking in education: critical thinking movement, critical pedagogy, and “criticality” movement. In Sweden, the teacher profession is framed with a broader socio-ethical scope than the focus on individual cognitive skills of the critical thinking movement. Critical reflection and self-reflection, two conceptions identified with the criticality ideal of education for critical being, prevail in the analyzed documents. •Critical thinking is a concept whose meaning is constituted by contemporary theoretical models.•National and local policy documents framing student placement are scrutinized for conceptions of critical thinking.•Argumentation-cognitive skills do not play a central role in framing student teachers' professional practice.•Conceptions pertaining to other critical thinking models (with a stronger socio-ethical and ontological focus) prevail.•Further research on practicing critical thinking in the school placement is needed.