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ERIC Number: EJ1216741
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
EISSN: N/A
Critical Thinking Practices in Teacher Education Programmes: A Systematic Review
Lorencová, Hana; Jarošová, Eva; Avgitidou, Sofia; Dimitriadou, Catherine
Studies in Higher Education, v44 n5 p844-859 2019
Promoting students' critical thinking is an important task of Teacher Education. This is a review paper of 39 research papers regarding the critical thinking practices that are utilised in Teacher Education programmes, including instructional approaches and strategies, ways of assessment, their results, and the factors that affect their success. Both the description and the results of the studies, as well as researchers' interpretations/discussion of their findings, are content analysed based on the construction of an analysis chart. A critical analysis of the characteristics of interventions according to the results and researchers' opinions shows that a variety of factors affect their success. Thus, the personal (i.e. students' learning style and motivation), methodological (i.e. methods, tools, duration, feedback), and contextual (i.e. classroom climate, supportive initiatives) features of the intervention are important for effective CT instruction and the improvement of student teachers' CT skills and dispositions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: California Critical Thinking Disposition Inventory
Grant or Contract Numbers: N/A