Preservice teachers must be critical readers and thinkers if they are to prepare our future generations for the challenges of the 21st Century. Critical reading and thinking skills are essential to the evolution of a well rounded individual who can interpret information, challenge evidence, and assess diverse arguments. The following case study attempts to examine preservice teachers’ characterization of critical reading and explore their level of responses in their application and engagement of critical reading/thinking. This paper discusses the research explored in the case study that incorporated an open ended survey and critical reading prompts that examined pre-service teachers’ engagement levels into reading and thinking critically while allowing the researcher to gain an understanding of teachers’ awareness and engagement of critical reading/thinking stance. Overall, the data findings presented support the on-going challenges of teaching critical reading/thinking as indicated by previous research studies. The information gathered by the researcher will provide insights into pre-service teachers’ critical reading/thinking and the importance of transmitting critical engagement habits to future generations of pre-service teachers.
Bernice Sanchez, Texas A&M International University, United States