Incorporating critical thinking in the pedagogical content of a teacher education programme: does it make a difference? (original) (raw)
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Promoting critical thinking (CT) in an educational setting has been appraised in order to enhance learning and intellectual skills. In this study, a pedagogical course in a vocational teacher education program in Turkey was designed by integrating CT skill-based strategies/activities into the course content and CT skills were means leading to intended course objectives. The purpose of the study was to evaluate the importance of the course objectives, the attainment of the objectives, and the effectiveness of teachinglearning strategies/activities from prospective teachers' points of view. The results revealed that although the students mostly considered the course objectives important, they did not feel competent in the attainment of all objectives especially in those related to the main topic of Learning and those requiring higher order thinking skills. On the other hand, the students considered the course activities effective for learning and for the development of thinking skills, especially, in interpreting, comparing, questioning, contrasting, and forming relationships.
Effects of Critical Thinking Implementation on Enhancing of Teaching Quality
Journal of Educational and Social Research
Critical thinking is a training program for teachers in order to improve teaching and the educational approach to students. The aim of this research is to address the implementation of this training program from the viewpoint of students and teachers. In this paper, we investigated the effects of the application of critical thinking in raising the quality of teaching in 9-year schools in Kosovo. But this paper initially treats from the theoretical aspect, which as a training program is based on the constructive and progressive approach. This philosophy of education sees the student as a subject engaged in the acquisition of knowledge and positive school experiences. While for a more complete illumination of the research, we received the opinions of 517 students from schools where the philosophy of critical thinking is applied and from schools that still work according to traditional educational practices. Here we compare the opinions of students about the quality of teaching of teac...
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In our globalised, pluralistic, and often information-swamped society, critical thinking is recognised as an important competence to be developed in university education. In order to investigate this, 142 Latin American and Spanish teachers were asked about the importance of and potential for developing critical thinking in university education. Their responses were subjected to an inductive analysis, which lead to 13 categories about the reasons why it is important, and 11 categories about the potential and limitations for developing it in university education. These categories were found to remain statistically unchanged regardless of age, years of teaching experience, area of knowledge, gender and geographical area. Results show that teachers consider important to teach critical thinking at university and mainly for students to become good professionals in a complex world. Teachers believe it is possible to teach it, as long as active methodologies are used, in addition to other ...
Integration of critical thinking into curriculum: Perspectives of prospective teachers
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It is generally agreed that higher education should enable students to improve their critical thinking, which is regarded as one of the most important real-life competences of the 21 st century. The present study aims to reveal prospective teachers' opinions on critical thinking education course. Case study design, a qualitative research method, was used in the study. This study was conducted in the critical thinking education course with the participation of 28 prospective teachers enrolled in the undergraduate program of music education at a state university in Turkey. The study group was selected using criterion sampling. The data were gathered by an open-ended question form. Content analysis method was employed to analyze the obtained data. According to the findings of the study, it is evident that perceptions of the prospective teachers participating in the study about critical thinking education course are positive in general. Findings revealed that critical thinking education course made great contributions to the prospective teachers in terms of improving their critical thinking skills, making contributions to their affective features and increasing their awareness in the field of music. It was determined that the participants defined themselves with more positive qualities after attending the course. Lastly, the participants reported their positive experiences by emphasizing positive aspects, opportunities and contributions of the course. The most prominent findings are that the course enabled them to gain different perspectives, to make evaluations based on different points of view and to become critical thinkers. However, they mentioned about their negative experiences such as having difficulty in asking questions and getting meaningful inferences during the process.
CRITICAL THINKING IN TEACHER TRAINING PROGRAMME: A BUILDING BLOCK FOR EDUCATIONAL REFORM
IJMSRR, 2017
This is the age of Information and Technology. Among the bulk of information, students have to choose correct one that can help them further. To compete in the present digital age, students must develop the ability to invent new ways of solving problems by connecting new knowledge to the previous information and to apply their updated knowledge in new situations. In such a situation the teachers' role is more complex. The manner in which information is directed and conveyed to students can affect student's ability to think critically. Thus the quality of the students in the future is determined by the role of teachers in today's schools. Teachers are in a unique position to have a direct impact on the students' learning. Critical thinking in the Teacher Training Programme is a process-oriented agenda which acts as a building block for educational reform by improving the teachers' ability. The present paper is an attempt to throw some light on empowering the critical thinking skills in teacher training programme.
Issues and Ideas in Education, 2014
The importance of education and its role should be to open up minds and ensure that it thinks reasons and analyzes. The National Curriculum Framework 2005 places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education. To enhance the knowledge, values and skill among student it is necessary to enhance these in teacher first. Critical thinking is a type of reasonable, reflective thinking that is aimed at deciding what to believe or what to do. This paper examines the critical thinking skill of three D.T.Ed, college student teachers' in the Kolhapur city and develop a programme to check the effectiveness of It. Findings are discussed most of the student teachers are poor in acquiring expanding question skill aspect, evaluating question skill aspect and analyzing question skill aspect of critical thinking skill. The treatment given to experimental group has produced significant difference in score of critical thinking skill and it can be said that the programme on development of critical thinking skill significantly enhances the critical thinking skill.
Facilitation of the Development of Critical Thinking Skills
Eurasian Journal of Educational Research (EJER), 2012
Problem Statement: The economic and social changes in the 21st century have wide-ranging consequences for education systems. To acquire necessary competencies, what learners need most is to learn to learn by reflecting critically on their learning aims. To provide this kind of learning experience, teacher education curricula should be revised to promote critical thinking (CT). Purpose of Study: The purpose of this study is to investigate current teacher education curricula based on pre-development of CT skills (CTS). In order to fulfill that aim, courses in the curricula, teaching methods, evaluation and assessment methods, and the roles played by teachers were analyzed. Methods: In this study, a qualitative research design was used. 44 participants were selected using a purposive sampling method from the senior classes of different departments in the Faculty of Education. Three main questions including the three components of curricula (content, to the entire process. Data were analyzed using a constant comparative method. Results: Students think that professional courses and elective courses are more effective than courses solely on their discipline.
2018
Title The CRITHINKEDU European Course on critical thinking education for university teachers : from conception to delivery Authors(s) Jiang, Lai; Huyghe, Steven; Evers, Marleen; Ahern, Aoife; McNally, Ciaran; O'Sullivan, John; et al. Publication date 2018-05 Publisher UTAD Link to online version http://crithinkedu.utad.pt/news/third-intellectual-output-published-the-crithinkedu-european-course-on-critical-thinking-education-for-university-teachers/ Item record/more information http://hdl.handle.net/10197/10449
PROBLEMS AND SOLUTIONS IN ASSESSING CRITICAL THINKING DISPOSITIONS OF PRE-SERVICE TEACHERS WORLDWIDE
One of the greatest concerns of scholars and educators since the time of Socrates, without any doubt, is critical thinking, which has long been accepted as the central outcome of education worldwide, especially of teacher education. Although scholars are in consensus about the importance of its inclusion and/or integration into education, there is no consensus on what it actually is, how it should be nurtured, and assessed. This was partially related to the varying norms and standards of different educational settings at different cultural groups of different geographical areas. However, the question of whether or not there is a universally accepted criterion for assessing critical thinking is still valid and needs to be answered. For this reason, this research paper suggests solutions for the problems with conceptualizing, nurturing and assessing critical thinking dispositions.
Teacher education program supporting critical thinking skills: a case of primary school teachers
Revista Amazonia Investiga, 2021
This quantitative study investigates the needs of primary school teachers for better Teacher Education Program supporting critical thinking skills. The study was carried out at four different public and private primary and secondary schools in Erbil, Iraq, during the 2019–2020 academic year, when the COVID-19 pandemic caused the suspensión of classes and the closure of educational centers. An online survey was conducted with 48 physics, mathematics, Kurdish, and social science teachers to gather data regarding how teachers support students’ critical thinking skills in the classroom. The data was analyzed using descriptive statistics and revealed that teachers were inefficient in encouraging students to use critical thinking skills in the classroom. The findings indicated that teachers require training to improve skills such as open-mindedness, asking high-level questions, questioning information accuracy and reliability, and searching for causes or evidence. Hence, the study propose...