| In the field of athletic training, the preceptors' perceptions of their critical thinking pedagogical approaches, pertaining to the effectiveness of their pedagogical methods, raises concerns. The purpose of this study was to determine the athletic training preceptors' perceptions on the effectiveness of their pedagogical approaches related to critical thinking. This study used a qualitative design and was composed of two parts: observations and interviews. Since the way the preceptor facilitates critical thinking and the choice of method they used to engage the student can vary, there were multiple ways the participants chose to engage with the student in the likelihood they would get them to critically think. The themes recognized in the study were associated with the likelihood critical thinking would occur. The participants' also gauged their effectiveness of the chosen pedagogies which was difficult. Also, critical thinking was a hard concept to define for the participants. There is a great need for critical thinking in the field of athletic training because of the "in the moment" decisions that are needed. This study helps to understand how participants define and teach critical thinking, and yet, more needs to be known. The research definition and the participants' definitions of critical thinking are similar because they both articulate critical thinking as a form of logical problem-solving that can use research and previous knowledge to make a conclusion or solve a problem. The results indicated that the participants used a variety of ways to teach the student by promoting resourcefulness and perseverance, teaching problem-solving skills through guided inquiry, encouraging peer collaboration, differentiating teaching strategies, and providing an approachable learning environment. |
