Abstract
At a southeastern liberal arts university, a qualitative research course was offered to graduate students who taught in a rural impoverished public school setting. The intent of the course was to teach them how to use qualitative methods to improve teaching and assessment of their students. There is a learning curve associated with fully implementing qualitative methods. Within a year after course completion, we interviewed the teachers individually and then conducted a focus group with all participants to learn how they were implementing and evaluating their qualitative skills. The findings revealed they have used qualitative methods to assist their students in improving their communication skills regarding academic work via questioning, reflecting, and thinking metacognitively.
Recommended Citation
McWayne, Janis; Meetze, Tracy E.; Bausmith, Shirley Carr; and Kaur, Daljit
(2010)
"Fertilizing Critical Thinkers with Questioning, Reflection, and Metacognition,"
Teacher Education Journal of South Carolina: Vol. 3:
No.
1, Article 6.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol3/iss1/6