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

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.