Teacher Education in Africa and Critical Thinking Skills: Needs and Strategies

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

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An Introduction

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch001 ◽

2021 ◽

pp. 1-14

Author(s):

Verna Knight ◽

Sandra P.A. Robinson

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

21St Century ◽

Teacher Educators ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Global Context ◽

Effective Delivery ◽

Empowering Teachers ◽

Education Today

Teachers are an indispensable part of the debate on the development of critical thinking skills. Much research has centered on examining teachers' critical thinking skills, and on empowering teachers for more effective delivery of critical thinking in instruction (Perkins, 2014; Gardener, 2011; Duron et al, 2006; Abrami et al, 2008, Choy & Cheah, 2009). This chapter examines one of the key forces impacting the global context for critical thinking, teachers and teacher education today: an international mandate for critical thinking as a vital 21st century skill for the effective preparation of citizens and workers for life and work in today's society. The chapter begins with an exploration of the meaning and conceptualization of critical thinking. It then deliberates on how the international mandate for schools and teachers engenders a context for critical thinking in teacher education and considers the need for increased pedagogical support for educators. As a final point, the chapter points to some implications for classroom practitioners and teacher educators of delivering on the demands for critical and reflective workers in 21st century society.

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Investigation of Science Technology Ecocultural Society (STEcS) Model to Enhance Eco Critical Thinking Skills

Journal of Innovation in Educational and Cultural Research ◽

10.46843/jiecr.v2i2.40 ◽

2021 ◽

Vol 2 (2) ◽

pp. 77-85

Author(s):

Wahyuni Purnami ◽

Sarwanto Sarwanto ◽

Suranto Suranto ◽

Retno Dwi Suyanti ◽

Mauro Mocerino

Keyword(s):

Teacher Education ◽

Elementary School ◽

Critical Thinking ◽

Effect Size ◽

School Teacher ◽

Thinking Skills ◽

Elementary School Teacher ◽

Critical Thinking Skills ◽

Size Analysis ◽

Science Technology

The Purpose of this study was to investigate the goodness fit model of Eco Critical Thinking Skills (ECTS) and effectiveness Science Technology Ecocultural Society (STEcS) model in elementary school teacher education programs. Participants in this study were 229 students, taken from 3 universities. The data collection method was an open ended essay test and questioner. The research analysis the goodness fit model used was Lisrel 8 and effect size analysis. The results of the investigation indicated that the construct analysis on the instrument model was categorized as a good fit model category with P-value 0.28 ( 0.05), RMSEA 0.02 (0.08) and other indicators of fit model were above 0.90. Analysis of the effect size based on Cohen's d criteria of 1.391 ( 0.08) is classified as very high criteria. This research concluded that instrument is good fit, Interpretation dimension is highest support. STEcS model is effective to enhance Eco Critical Thinking Skills at elementary school teacher education program. The research implication is Eco Critical Thinking Skills of students can be improved through the application of the STEcS model. The STEcS model is an alternative model for preparing 21st century learning.

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Using Problem-Based Learning Models to Improve Students' Critical Thinking Skills

AL-ISHLAH: Jurnal Pendidikan ◽

10.35445/alishlah.v13i3.682 ◽

2021 ◽

Vol 13 (3) ◽

pp. 2585-2594

Author(s):

Wenny Sulistya Ningrum ◽

Pratiwi Pujiastuti ◽

Heri Maria Zulfiati

Keyword(s):

Teacher Education ◽

Elementary School ◽

Critical Thinking ◽

School Teacher ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Elementary School Teacher ◽

Critical Thinking Skills ◽

The Social

This research aims to enhance critical thinking abilities through the use of problem-based learning in the Social Science Basic Concepts course. The research method used is Classroom Action Research, which is based on the Kemmis and Taggart model. This research was conducted in two cycle, with the researcher serving as a lecturer and observer during each cycle. The subject of the research was elementary school teacher education. The data collected are presented in table format and analyzed quantitatively in a descriptive manner. The findings indicated that implementing the Problem Based Learning model can help students improve their critical thinking abilities. The results of critical thinking observations in cycle 1 were 39% (poor), and the results of critical thinking skills tests improved from 26% (poor) to 54% (fair). Cycle II was conducted using the same model, and the observation results for critical thinking skills increased from 39% (poor) to 78% (good). The increasing of students pass critical thinking skills tests from 54% (fair) to 91% (good). It can be concluded that using the Problem Based Learning model can help elementary school teacher education students improve their critical thinking skills.

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An Introduction

Handbook of Research on Critical Thinking and Teacher Education Pedagogy - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7829-1.ch001 ◽

2019 ◽

pp. 1-14

Author(s):

Verna Knight ◽

Sandra P.A. Robinson

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

21St Century ◽

Teacher Educators ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Global Context ◽

Effective Delivery ◽

Empowering Teachers ◽

Education Today

Teachers are an indispensable part of the debate on the development of critical thinking skills. Much research has centered on examining teachers' critical thinking skills, and on empowering teachers for more effective delivery of critical thinking in instruction (Perkins, 2014; Gardener, 2011; Duron et al, 2006; Abrami et al, 2008, Choy & Cheah, 2009). This chapter examines one of the key forces impacting the global context for critical thinking, teachers and teacher education today: an international mandate for critical thinking as a vital 21st century skill for the effective preparation of citizens and workers for life and work in today's society. The chapter begins with an exploration of the meaning and conceptualization of critical thinking. It then deliberates on how the international mandate for schools and teachers engenders a context for critical thinking in teacher education and considers the need for increased pedagogical support for educators. As a final point, the chapter points to some implications for classroom practitioners and teacher educators of delivering on the demands for critical and reflective workers in 21st century society.

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The Level of Statistics Critical Thinking Skills among Institute of Teacher Education in Malay Language Campus Students

Jurnal Kependidikan ◽

10.24090/jk.v7i1.2751 ◽

2019 ◽

Vol 7 (1) ◽

pp. 56-67

Author(s):

Mohd Afifi Baharudin Setambah ◽

Norfadhilah Nasrudin ◽

Roslina Suratnu ◽

Haslinda Mohammad Saad ◽

Sharizan Abdul Hamid

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

Survey Design ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Evaluation Instrument ◽

Preparatory Program ◽

Significant Difference

The purpose of this article was to explore the level of critical thinking and differences in critical thinking skills between student based on gender and their class. This study uses survey design and implemented on 103 students. The objectives of the study can be achieved through the use of an evaluation instrument related to critical thinking skills in the context of statistics. Objective results showed no significant difference in gender. There was no significant difference between all class. Overall this study provides the Institute of Teacher Education in Malay Language Campus a better understanding of the level of critical thinking skills for their Preparatory Program for Bachelor of Teaching students. There also have to take action about this skill and where these skills are being taught within the curriculum.

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Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

Review of Applied Management and Social Sciences ◽

10.47067/ramss.v4i4.182 ◽

2021 ◽

Vol 4 (4) ◽

pp. 773-781

Author(s):

Ayesha Kanwal ◽

Intzar Hussain Butt

Keyword(s):

Academic Achievement ◽

Teacher Education ◽

Critical Thinking ◽

Prospective Teachers ◽

Reliability And Validity ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Five Dimensions ◽

Study Results ◽

The Impact

The study intention was to find the impact of critical thinking skills (CTS) on prospective teachers’ academic achievement. The method of the study was quantitative with correlation research design. The sample of the study was 113 prospective teachers using convenience sampling from three departments of teacher education institutions. To assess the Critical Thinking skills of prospective teachers, test was developed by the research comprised of five dimensions i.e. analyzing, assumption, deduction, inferences and interpreting information. Eight statements for each dimension required 40 minute to solve. Psychometric properties i.e. Reliability and validity of test was insured by applying Cronbach alpha which was 0.72. The study results reflect that level of critical thinking skills in prospective teachers were not up to mark (Mean=55.59%), the association amongst CTS and academic achievement was significant and moderate (r=0.365). It is recommended that administrators of teacher education programs should provide opportunities to educators to promote CT skills in prospective teachers.

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Strategies for Fostering Critical Thinking in Early Childhood Education

Handbook of Research on Critical Thinking and Teacher Education Pedagogy - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7829-1.ch019 ◽

2019 ◽

pp. 346-366

Author(s):

Katrina Woolsey Jordan ◽

Michelle Fazio-Brunson ◽

Shawn Marise Butler

Keyword(s):

Teacher Education ◽

Early Childhood ◽

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teacher Education Programs ◽

Early Childhood Classroom ◽

Project Approach ◽

Daily Work ◽

The University

Critical thinking is not a new concept in the world of education. However, teaching it to university students in teacher education programs can be difficult. Teaching these skills to students in grade school, especially in the early childhood classroom, comes with its own set of challenges. This chapter outlines strategies for teaching critical thinking skills in interesting and innovative ways, both at the university and early childhood level. Of particular interest is the project approach. During the three phases of this approach, children act as young investigators and apply critical thinking skills in their daily work. Future trends in both teacher education and the education of young children are also identified.

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Re-Defining and Re-Designing Public Education in Pakistan

Educational Reform and International Baccalaureate in the Asia-Pacific - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-5107-3.ch016 ◽

2021 ◽

pp. 291-315

Author(s):

Khushbakht Suhail

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

Public Education ◽

Education System ◽

Primary Teachers ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Capital Theory ◽

The People ◽

Thinking Disposition

The purpose of this chapter is to offer a re-conceptualization of education in Pakistan, rooted in its unique context, that might maximize progress for the country and its citizens. Attempts at reform in the public education system of Pakistan are examined and parallels with foreign trends in reform largely driven by the popular ‘Human Capital' theory are found. This chapter identifies a form of education based in the cultural and historical legacy of the people of Pakistan, especially focused on development of critical-thinking skills of students. While it is teachers' responsibility to facilitate critical-thinking in students, they cannot do so if their own critical-thinking is not well developed. A critical-thinking disposition assessment of public primary teachers found that teachers have low scores. Therefore, this chapter concludes that the teacher-education system in Pakistan should be revamped to enhance critical-thinking of teachers as well as students. Policymakers in Pakistan are recommended to collaborate with IB for development of such a teacher-education system.

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