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Journal articles on the topic 'Critical thinking and Pre-service teachers'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Mazlini Adnan. "Mathematical Thinking Among Pre-Service Teachers: A Critical Component of Teacher Preparation." Journal of Electrical Systems 20, no. 4s (2024): 1584–94. http://dx.doi.org/10.52783/jes.2218.

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This research examined pre-service mathematics teachers' mathematical thinking abilities, focusing on problem-solving, mathematical representation, reasoning, mathematical communication, and mathematical connection. Additionally, the study aimed to determine whether there were significant differences in mathematical thinking between pre-service students majoring and minoring in mathematics. The research employed a quantitative approach and involved 277 pre-service mathematics teachers enrolled in the Mathematics Teaching course at the Faculty of Science and Mathematics, Universiti Pendidikan S

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Coskun, Mustafa Volkan, and Yahya Altinkurt. "The Relationship between Values and Critical Thinking Dispositions of Pre-Service Teachers." Educational Process: International Journal 5, no. 4 (2016): 298–312. http://dx.doi.org/10.22521/edupij.2016.54.4.

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Yorgancı, Serpil. "Critical Thinking Dispositions of Pre-Service Mathematics Teachers." Participatory Educational Research 3, no. 3 (2016): 36–46. http://dx.doi.org/10.17275/per.16.13.3.3.

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Negoro, Ridho Adi, Ani Rusilowati, Mahardika Prasetya Aji, and Rosly Jaafar. "Critical Thinking in Physics: Momentum Critical Thinking Test for Pre-service Teacher." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 9, no. 1 (2020): 73–86. http://dx.doi.org/10.24042/jipfalbiruni.v9i1.4834.

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The debate in the making of critical thinking evaluation tests among researchers and practitioners still exists. Problems come from definition and aspects segmentation which represents critical skills to be measured. According to the problems, the specific critical thinking instruments to physics content such as momentum are still hard to find. The instrument of critical thinking can support the learning evaluation to improve the critical power of Pre-Service. This study aims to develop the instrument of momentum critical thinking (MCT) test for Pre-service teachers. The MCT consisted of 8 que

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劉世雄, 劉世雄. "提升師資生批判思考能力的師培課程設計之研究". 師資培育與教師專業發展期刊 15, № 1 (2022): 029–57. http://dx.doi.org/10.53106/207136492022041501002.

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<p>社會愈趨複雜，批判思考是人們需要具備的能力之一，師資生是未來的教師，師資培育課程需要提供充分的訓練機會，以引領下一代學生有足夠能力理解社會。本研究以批判思考歷程為基礎，以具有意識形態的議題為教材內容，以結合課中知識理解與課後非同步討論的混成學習策略為教學活動，再以批判思考能力測驗為評量設計，整合設計一門提升批判思考能力之師培課程，再進行一個學期的教學，研究目的在於探討上述課程設計對於師資生的批判思考能力提升之情形，進而確認此課程設計的可行性。本研究根據既有的師培課程內容轉化與發展八個討論議題，並以準實驗研究法之不等組前後測設計進行探究，全程參與者包含實驗組31人和對照組35人，本研究針對實驗組八次的批判思考歷程內容進行等級分析，兩組再進行批判思考能力測驗之前後測對照比較。研究發現實驗組參與者在課中與課後內容的整合以及教育議題討論的參與下，其批判思考能力顯著提升。此課程設計具有合宜性，而建議師培教授在設計批判思考能力的課程時，議題內容選擇、混成學習策略以及符合認知思考歷程的教學活動流程是需要考慮的關鍵要素。</p> <p>&nbsp;</p><p>Due to complicated social lives, critical thinking is a critical capacity for peopl

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Syahrial, Asrial, Agus Kurniawan Dwi, Aditya Pratama Reza, and Perdana Rahmat. "Towards improving the critical thinking skills of pre-service teachers in Indonesia." Journal of Education and Learning (EduLearn) 13, no. 4 (2019): 575–82. https://doi.org/10.11591/edulearn.v13i4.13613.

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Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be

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Hastuti, Dwi Puji, Diah Kristina, and Endang Setyaningsih. "Developing Thinking Reading Classrooms: Insight from Pre-Service EFL Teachers’ Lesson Plans and Classroom Instructions." Register Journal 15, no. 2 (2022): 201–21. http://dx.doi.org/10.18326/rgt.v15i2.201-221.

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Numerous studies have investigated the integration of critical thinking in EFL classrooms and textbooks. Still, relatively few have investigated the integration of critical thinking into reading lesson plans and classroom instructions. The current study adopted a qualitative case study approach to provide insight into how pre-service EFL teachers infused critical thinking skills into online reading classrooms. The study also gives information on pre-service EFL teachers' challenges in critical thinking integration into reading classrooms. Eight pre-service EFL teachers who completed all three

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Azmi, Ahmad Najmuddin, Yan Piaw Chua, Fung Ying Loo, and Norzetty Md Zahir. "CREATIVE AND CRITICAL THINKING OF BECOMING A TEACHER." International Journal of Modern Education 5, no. 19 (2023): 280–90. http://dx.doi.org/10.35631/ijmoe.519020.

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The education world stresses developing teachers with creative and critical thinking since student learning at every level requires good and effective teaching provided by teachers. This is important since the phenomenon of teachers losing their creativity in delivering their teaching has become increasingly prevalent. Based on this issue, this paper presents an insight into the creative and critical thinking styles of pre-service teachers in the institute of teacher education before they start their teaching profession. Using proportional stratified random sampling, 331 samples from three dif

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Fitriani, Sa'adatul, and Noni Agustina. "INDONESIAN EFL PRE-SERVICE TEACHERSâ€™ CRITICAL THINKING PRACTICE IN ENGLISH INSTRUCTION." JIPIS 32, no. 1 (2023): 14–21. http://dx.doi.org/10.33592/jipis.v32i1.3661.

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This study aims to examine the application of critical thinking conducted by Indonesian EFL pre-service teachers in English instruction. This study focused on four pre-service teacher participants and used a qualitative approach, narrative research design with observation and interviews as data collection instruments. This study addresses to Bloomâ€™s Taxonomy critical thinking framework. The result the application of critical thinking applied by pre-service teachers is at a low to moderate level. Keywords: Critical thinking, pre-service teachers, Bloomâ€™s Taxonomy

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Owusu-Acheaw, Kofi, Godwin Kwame Aboagye, and Charles Deodat Otami. "Pre-Service Science Teachers’ Awareness of their Critical Thinking Abilities." Ghana Journal of Education: Issues and Practice (GJE) 10 (December 1, 2024): 53–72. https://doi.org/10.47963/gje101864.

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Critical thinking, a core 21st century skill, is needed to effectively explore, analyse, and evaluate problems to be able to find sustainable solutions. Hence, the advocacy for its inclusion in school curricula as part of learning outcomes for students with the universal belief that it fosters academic success. This means teachers should possess the ability to develop critical thinking skills in their students. Thus, teacher education programmes should prepare prospective teachers to acquire the skill to enable them to develop same in their future students. Therefore, this study explored prosp

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Rima, Rosmania, and Asep Muhyidin. "An Investigation of Critical Thinking Skills of Pre-Service English Teachers in The Context of Phonological Acquisition." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 10, no. 2 (2023): 229. http://dx.doi.org/10.33394/jo-elt.v10i2.9432.

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The objective of this study was to investigate the critical thinking abilities of pre-service English teachers in the context of phonological acquisition. The present study employed a quantitative descriptive approach, which included a sample of 25 pre-service English teachers in the sixth semester at the Teachers Training Faculty in Serang, Banten. The research employed a critical thinking skill assessment instrument with essay question formats, which aligned with Ennis' five indications of critical thinking skills. The findings indicated that the critical thinking abilities of pre-service En

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Alfian, Alfian, and Yona Dwi Yolanda. "Exploring Critical Thinking Activities In Pre-Service English Teachers’ Lesson Plans." Edu-Ling: Journal of English Education and Linguistics 6, no. 1 (2022): 11–17. http://dx.doi.org/10.32663/edu-ling.v6i1.3017.

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The objective of this research is to explore to what extent pre-service teacher uses critical thinking activities in their lesson plans. The research carried out pre-service teachers’ lesson plans during teaching practicum. The lesson plans analyzed are made by the pre-service teacher for the second grade in secondary school. The research embodied content analysis research to find out the critical thinking activities in pre-service teachers’ lesson plans. The results show nine of the eleven lesson plans have used thinking activities. The critical thinking activities contained in the lesson pla

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Cansoy, Ramazan, and Muhammet Emin Turkoglu. "Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy." International Education Studies 10, no. 6 (2017): 23. http://dx.doi.org/10.5539/ies.v10n6p23.

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The aim of this study was to examine the relationships between the pre-service teachers’ critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and Teacher Self-efficacy Scale were used to collect the data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were employed in data analysis. The results of the study revealed that the pre-service teacher

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Nabi, Samreen Ghulam, Ajaz Shaheen, and Sheerin. "Critical Thinking in Science Education: Insights from Pre-Service Teachers." Research Journal for Social Affairs 3, no. 2 (2025): 469–74. https://doi.org/10.71317/rjsa.003.02.0165.

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This study explores the perspectives of pre-service teachers on incorporating critical thinking in science instruction and lesson planning. It aims to understand how these educators perceive critical thinking skills, how they integrate these skills into their teaching, and how their perspectives vary based on demographic factors. The study emphasizes the need for improved teacher training programs that focus on developing critical thinking skills, particularly in adaptability and problem- solving. Ultimately, this research aims to enhance the preparation of future educators to effectively impl

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Ghulam Nabi, Samreen, Ajaz Shaheen, and Sheerin. "Critical Thinking in Science Education: Insights from Pre-Service Teachers." ACADEMIA International Journal for Social Sciences 4, no. 1 (2025): 333–40. https://doi.org/10.63056/acad.004.01.0076.

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This study explores the perspectives of pre-service teachers on incorporating critical thinking in science instruction and lesson planning. It aims to understand how these educators perceive critical thinking skills, how they integrate these skills into their teaching, and how their perspectives vary based on demographic factors. The study emphasizes the need for improved teacher training programs that focus on developing critical thinking skills, particularly in adaptability and problem- solving. Ultimately, this research aims to enhance the preparation of future educators to effectively impl

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Kır, Mine. "The effect of portfolio use on the development of critical thinking strategies of pre-service teachers with different learning approaches." African Educational Research Journal 11, no. 3 (2023): 480–90. http://dx.doi.org/10.30918/aerj.113.23.079.

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The aim of the study is to explain the effect of portfolio use on the development of critical thinking strategies of pre-service teachers with different learning approaches. The study used a case study design. The sample consisted of 26 pre-service biology teachers. The Study Process Questionnaire developed by Biggs was used to determine the learning approaches of pre-service teachers. Data were collected through interviews and portfolios. The data obtained were analyzed by descriptive analysis method. Through the use of portfolios, it was found that pre-service teachers improved in questionin

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Rusmansyah, Rusmansyah, Leny Yuanita, Muslimin Ibrahim, Isnawati Isnawati, and Binar Kurnia Prahani. "Innovative chemistry learning model: Improving the critical thinking skill and self-efficacy of pre-service chemistry teachers." Journal of Technology and Science Education 9, no. 1 (2019): 59. http://dx.doi.org/10.3926/jotse.555.

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Pre-service chemistry teachers should have the 21st century competence such as critical thinking skill. Unfortunately, the critical thinking skill dan self-efficacy level of Indonesian pre-service chemistry teachers is still low. Problem Based Learning (PBL) model and Inquiry model have been implemented widely to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers; however, weaknesses were found such as the need to improve self-efficacy and investigation process based on science process skill. Therefore, innovation was created to develop Scientific Critical

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Harahap, Nurul Apwani, and Rahmah Fithriani. "Indonesian Pre-Service Teachers’ View on Developing Crtitical Thinking in English Languange Teaching." Utamax : Journal of Ultimate Research and Trends in Education 6, no. 1 (2024): 55–69. https://doi.org/10.31849/utamax.v6i1.19398.

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In modern times like today, nurturing critical thinking skills is essential, particularly among pre-service teachers, to enrich the educational process. This study focuses on the development of critical thinking skills in pre-service English language teachers, acknowledging the global significance of English. Employing a qualitative approach, this research involved 10 English major students from North Sumatra with both formal and informal teaching experience. As a phenomenological study, it explored pre-service teachers' comprehension of critical thinking, the instructional methods employed, a

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Kyla, Mae Agustin Salviejo, Daniega Ibañez Edwin, and Toriano Pentang Jupeth. "Critical thinking disposition and learning approach as predictors of mathematics performance." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1107–16. https://doi.org/10.11591/edulearn.v18i4.21386.

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In the Philippines, improving pre-service math teachers’ critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students’ learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition (CTD) subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers.

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Nguyễn, Bình Thị Thanh. "PRE-SERVICE TEACHERS’ PERCEPTIONS OF CRITICAL THINKING BEFORE AND AFTER TAKING A COURSE ON CRITICAL THINKING IN ENGLISH LANGUAGE TEACHING." Hue University Journal of Science: Social Sciences and Humanities 132, no. 6B (2023): 69–84. https://doi.org/10.26459/hueunijssh.v132i6d.7027.

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With the benefits of critical thinking (CT) in language education, there has been a call for an explicit focus on CT in language teacher education. This study investigates pre-service teachers’ perceptions of a course named ‘Critical Thinking in English Language Teaching’, especially what changes they had after the course. The 2020-2021 cohort of pre-service teachers of an English Teacher Education program at Hue University of Foreign Languages and International Studies, Hue University were the participants of the study. Questionnaires and group interviews were used to collect the data about t

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Can, Şendil, and Güliz Kaymakçı. "ÖĞRETMEN ADAYLARININ ELEŞTİREL DÜŞÜNME EĞİLİMLERİ." e-Journal of New World Sciences Academy 10, no. 2 (2015): 65–83. http://dx.doi.org/10.12739/nwsa.2015.10.2.1c0633.

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Podosynnikova, Hanna. "Teaching critical reading of authentic Publicistic texts from the internet editions to pre-service English teachers." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 1 (142) (2023): 27–34. http://dx.doi.org/10.24195/2617-6688-2023-1-4.

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The article deals with one of the current problems related to modern foreign language and culture teaching methodology – the development of pre-service English teachers’ critical reading skills on the material of authentic publicistic texts from the Internet editions. Particularly, the notions of critical thinking and critical reading are defined. Various points of view in the psychological and pedagogical literature concerning the concept “critical thinking” are described; the key features of critical thinking in the educational dimension are outlined. The attention is focused on theoretical

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Zacharová, Zlatica Jursová, Miroslava Lemešová, and Lenka Sokolová. "ANALYSIS OF PRE-SERVICE TEACHERS' COGNITIVE PROFILES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 629. http://dx.doi.org/10.17770/sie2019vol2.3677.

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In recent years there has been increased attention to the problem of teachers' competences. The need for developing critical thinking in schools turns the focus also on the teachers' cognitive skills including not only intelligence but also cognitive reflection and implicit theories of intelligence. This study aimed to analyse pre-service teachers' (N = 344) cognitive profiles covering data from cognitive reflection test (CRT), implicit theories of intelligence test and Mannheim intelligence test (MIT, measuring verbal, numerical and spatial abilities). Significant correlations were found betw

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Benedicto, Patricia Nicole, and Rose Andrade. "Problem-Based Learning Strategies and Critical Thinking Skills Among Pre-Service Teachers." International Journal of Science, Technology, Engineering and Mathematics 2, no. 2 (2022): 1–28. http://dx.doi.org/10.53378/352885.

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Mathematical underachievement among students was not only a source of concern in the Philippines, but has now spread throughout the world. Low critical thinking skill among Filipino students is one of the causes contributing to the country’s poor performance in mathematics. Students’ lack of critical thinking abilities may be due to teachers’ knowledge and expertise. To explore the critical thinking skills of pre-service teachers through the use of problem-based learning strategies is the main objective of the study. Quasi-experimental with a counterbalanced design was employed, presenting two

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Haerazi, Haerazi, I. Made Permadi Utama, and Heri Hidayatullah. "Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 07 (2020): 58. http://dx.doi.org/10.3991/ijim.v14i07.11900.

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This study was aimed at investigating; (1) the pre-service teachers used the MobApps (WhatsApp, U-Dictionary, and Email) to participate in mobile-assisted language learning (MALL) viewed from the critical thinking ability in the teaching of writing skills and; (2) the effectiveness of the Mobile-assisted language learning (MALL) towards pre-service teachers’ writing skills in relation to critical thinking ability. This study was a mixed method using the concurrent embedded strategy. The researchers involve qualitative strategies and quantitative strategies. Both kinds of data are collected sim

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Ulu, Hacer, and Ayşegül Avşar Tuncay. "Investigation of pre-service teachers’ critical reading self-efficacy." Journal of Human Sciences 16, no. 4 (2019): 1015–25. http://dx.doi.org/10.14687/jhs.v16i4.5615.

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Critical thinking has become an important skill in today’s intensive information flow. Because individuals need to reach the right source by evaluating the information. The development of critical thinking requires the acquisition of critical reading skills. Critical reading is the reading of individuals by questioning and evaluating text. In this research, critical reading self-efficacy of pre-service teachers were examined in terms of variables of gender, grade level, the department studied, mothers’ educational background, fathers’ education background and daily internet usage time. The sam

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Cakici, Dilek. "Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers." Journal of Education and Learning 7, no. 5 (2018): 116. http://dx.doi.org/10.5539/jel.v7n5p116.

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The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results

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Khalid, Lulwa, Jawaher Bucheerei, and Mohammed Issah. "Pre-Service Teachers’ Perceptions of Barriers to Promoting Critical Thinking Skills in the Classroom." SAGE Open 11, no. 3 (2021): 215824402110360. http://dx.doi.org/10.1177/21582440211036094.

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Critical thinking is an important life skill that needs to be nurtured in young minds during the primary education years. This study explored pre-service teachers’ perception of barriers to their efforts in promoting critical thinking skills in classrooms, and further explored possible solutions to overcome these perceived barriers. The study used an exploratory mixed-method research design. Data were collected through an online survey and subsequently a focus group discussion to explore further the results of the quantitative data. Twenty-two pre-service teachers responded to the online surve

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Imaniar, Fahmy, and R. Rakhmawati. "Incorporating critical thinking skills in English classroom instruction: a case study of Indonesian preservice teachers." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 18, no. 2 (2024): 117–25. https://doi.org/10.30595/lks.v18i2.25974.

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Critical thinking is an essential skill in education due to the demands of the 21st century, especially in the English as a Foreign Language (EFL) classroom. Nonetheless, the inclusion of critical thinking in English classroom can be quite challenging, particularly for pre-service teachers. This research deals with the integration of critical thinking into teaching modules conducted by pre-service English teachers at UIN Sunan Ampel Surabaya, focusing on lesson plan and instructional method. The study used a case study approach, analyzing teaching modules of twelve pre-service teachers. Bloom'

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Fikriyatii, Amiq, Rudiana Agustini, and Suyatno Sutoyo. "Critical thinking cycle model to promote critical thinking disposition and critical thinking skills of pre-service science teacher." Cypriot Journal of Educational Sciences 17, no. 1 (2022): 130–43. http://dx.doi.org/10.18844/cjes.v17i1.6690.

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Developing critical thinking in teaching-learning activity is a major issue for educational institutions, and giving appropriate learning model intervention certainly provides an assurance to successfully develop competitive graduates for Industrial Revolution 4.0 challenges. This research aims to validate the development of Critical Thinking Cycle (CTC) model as an intervention. It employs educational development research through validation study design by examining two criteria, content validity (relevance) and constructs validity (consistency). The validation involved five experts through F

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Danday, Billy A., and Sheryl Lyn C. Monterola. "EFFECTS OF MICROTEACHING MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY ON PRE-SERVICE TEACHERS’ CRITICAL THINKING." Journal of Baltic Science Education 18, no. 5 (2019): 692–707. http://dx.doi.org/10.33225/jbse/19.18.692.

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A research on the effects of the microteaching Multiple-Representation Lesson Study (MRLS) on pre-service Physics teachers’ critical thinking was conducted using a pre-test-post-test quasi-experimental design. Eighteen fourth year Bachelor of Secondary Education-Physical Science majors participated in the research. The experimental group employed the microteaching MRLS while the control group implemented the Traditional Instructional Planning Approach (TIPA). Data were gathered from multiple sources such as researcher-made written tests, interviews, diaries, and field notes. The Mann-Whitney U

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MEEKAEW, Nattapon. "Pre-Service Teacher’s Intellectual Virtues and Online Information Literacy." WISDOM 21, no. 1 (2022): 75–85. http://dx.doi.org/10.24234/wisdom.v21i1.658.

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Intellectual virtues and online information literacy are critical issues in education. This has a significant impact on the development of pre-service teachers’ learning skills, as they will play an important role in transferring knowledge to students in the future. This article investigates the relationship between intellectual virtues and information literacy among pre-service teachers on an online platform. To collect qualitative data, in-depth interviews and focus group discussions were used. Thirty pre-service teachers from three universities in northeastern Thailand served as key informa

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Putri, Agustiani, Toto Nusantara, Purwanto Purwanto, and Abdur Rahman As’ari. "The contribution of critical thinking skills in rich mathematical problem completion: Insights from pre-service mathematics teachers." Eurasia Journal of Mathematics, Science and Technology Education 21, no. 2 (2025): em2581. https://doi.org/10.29333/ejmste/15931.

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A narrow understanding of critical thinking challenges pre-service mathematics teachers to recognize situations that need critical thinking in problem-solving, remove errors in the formulation of mathematical problems due to unsupervised modification of data, and view content as a stimulus for critical thinking. This study aims to reveal how they perceive the extent to which rich mathematical problems require the contribution of critical thinking skills in their completion. We adopted grounded theory to locate the common trends of their perceptual following open, axial, and selective coding. D

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Salviejo, Kyla Mae Agustin, Edwin Daniega Ibañez, and Jupeth Toriano Pentang. "Critical thinking disposition and learning approach as predictors of mathematics performance." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1107–16. http://dx.doi.org/10.11591/edulearn.v18i4.21386.

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In the Philippines, improving pre-service math teachers’ critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students’ learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers. This study employ

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Setiawan, Rahmat, and Armelia Nungki Nurbani. "Envisioning Critical Literacy through Literary Work for EFL Pre-Service Teachers." J-SHMIC : Journal of English for Academic 10, no. 1 (2023): 35–50. http://dx.doi.org/10.25299/jshmic.2023.vol10(1).11252.

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Teaching English seems to discredit literary works status as learning media, even though it has the inherent vigor to increase critical literacy. This is the fundamental case this research envisages to explore how literature as a bridge for critical literacy in the perspective of EFL pre-service teachers. Theoretically, this research is based on the concepts of literature, literacy, critical thinking, and EFL pre-service teachers. This research is a qualitative research. The approach used is a case study. The data in this study are responses or statements taken from several English education s

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Özkan, Çelik, Çokçalışkan Halil, and Yorulmaz Alper. "Investigation of the Effect of Pre-Service Classroom Teachers' Critical Thinking Disposition on Their Media Literacy." International Journal of Evaluation and Research in Education (IJERE) 7, no. 3 (2018): 194–202. https://doi.org/10.11591/ijere.v7.i3.pp194-202.

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It is important to develop a critical perspective in terms of interpreting the messages to be given to the individuals through media and questioning the authenticity and content of these messages. It is therefore necessary to train the individuals called media literate who can critically perceive and evaluate the information conveyed through the media to increase the positive effects of the media and to reduce their negative effects as much as possible. The purpose of the study is to investigate the effect of the pre-service teachers’ critical thinking disposition on their media literacy

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MEMDUHOĞLU, Hasan Basri, and Elif KELEŞ. "Evaluation of the Relation between Critical-Thinking Tendency and Problem-Solving Skills of Pre-Service Teachers." Journal of Educational Sciences Research 6, no. 2 (2016): 75–94. http://dx.doi.org/10.12973/jesr.2016.62.5.

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Yuan, Rui, and Paul Stapleton. "Student teachers’ perceptions of critical thinking and its teaching." ELT Journal 74, no. 1 (2019): 40–48. http://dx.doi.org/10.1093/elt/ccz044.

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Abstract Although the importance of critical thinking (CT) has been stressed in English language education, little attention has been paid to language teachers’ perceptions and experiences regarding CT during the pre-service stage of their careers. Drawing on data from a focus group and follow-up email interviews with pre-service language teachers, this study shows that the participants had a limited understanding of CT, and lacked preparation and support in their programmes regarding how to implement CT-oriented teaching practices. The findings also revealed a range of individual and contextu

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Kusaeri, Kusaeri, and Anindito Aditomo. "Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-service Teachers." International Journal of Instruction 12, no. 1 (2019): 573–90. http://dx.doi.org/10.29333/iji.2019.12137a.

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NAKAYAMA, Takashi, Shingo YAMANAKA, Takuya FURUISHI, Hiroyoshi KINOSHITA, and Kosaku KAWASAKI. "Developing Critical Thinking in Science for Pre-Service Elementary School Teachers." Journal of Research in Science Education 64, no. 3 (2024): 275–85. http://dx.doi.org/10.11639/sjst.23055.

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B. Del Castillo, Nemer. "Critical Thinking Skills Emotional Intelligence and Performance of Pre-Service Teacher." International Multidisciplinary Research Journal 3, no. 4 (2021): 237–45. http://dx.doi.org/10.54476/iimrj225.

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This descriptive-correlational research was designed to determine the critical thinking skills, emotional intelligence, and performance of pre-service teachers. This mixed qualitative-quantitative research was responded by three hundred eighty-two pre-service teachers coming from the six campuses of Northern Iloilo Polytechnic State College system offering teacher education program. Percentage, mean, chi-square and content analysis were used to determine the data needed for this research. Major findings revealed that here was high level of critical thinking skills, emotional intelligence, and

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Erviyenni, Fitri Aldresti, and Sri Haryati. "Development of digital handouts based on critical thinking skills as teaching material for pre-service science teachers." International Research Journal of Science, Technology, Education, and Management 5, no. 1 (2025): 44–56. https://doi.org/10.5281/zenodo.15192616.

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Critical thinking is crucial for future science teachers to succeed in their roles. Not only does it prepare them for future challenges, but it also helps them guide students in developing these essential skills. It is crucial to develop learning materials integrated critical thinking skills aspects for pre-service science teachers (PSSTs). This research seeks to design and assess web-based digital handouts intended to enhance critical thinking skills. Utilizing both qualitative and quantitative methods as research methodology to evaluate the validity of the handouts and explore PSSTs’ p

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Hartini, Sri, Liliasari Liliasari, Parlindungan Sinaga, and Ade Gaffar Abdullah. "Implementation of NPIVL to Improve Critical Thinking Skills of Pre-Service Physics Teacher." Berkala Ilmiah Pendidikan Fisika 10, no. 3 (2022): 362. http://dx.doi.org/10.20527/bipf.v10i3.15042.

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This study aimed to describe the critical thinking skills of pre-service physics teacher through the implementation of the Nuclear Physics Inquiry Virtual Laboratory (NPIVL) program. This study used a quantitative pre-experimental study with one group pretest-posttest design involving 14 pre-service physics teachers at one of universities in Banjarmasin, South Kalimantan. The research sample was taken using purposive sampling. The instrument used in this study was a test of critical thinking skills with 25 essay type questions. The questions were compiled based on five indicators of critical t

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Arsyad, M., Sri Rahayu Lestari, Murni Sapta Sari, and Fatchur Rohman. "Construction of structural correlation of quantitative literacy and critical thinking, and factors affecting them in students of pre-service biology teachers." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 10 (2023): em2342. http://dx.doi.org/10.29333/ejmste/13651.

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Quantitative literacy and critical thinking skills contribute to the skill of pre-service biology teachers to teach 21st-century learning. This study aims to describe the construction of structural correlation between quantitative literacy and critical thinking skills, and factors affected them among South Kalimantan pre-service biology teachers. The researchers employed a quantitative correlational research method. The samples were 245 biology education students in South Kalimantan province. The instrument used for this study was a test instrument and a questionnaire. The data analysis techni

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Çelik, Halil Coşkun, and Furkan Özdemir. "Mathematical Thinking as a Predictor of Critical Thinking Dispositions of Pre-service Mathematics Teachers." International Journal of Progressive Education 16, no. 4 (2020): 81–98. http://dx.doi.org/10.29329/ijpe.2020.268.6.

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Kuşcu, Hasret, and Fatma Erdoğan. "Examination of Creative Thinking Skills and Critical Thinking Dispositions of Pre-Service Mathematics Teachers." International Journal of Progressive Education 20, no. 5 (2024): 38–55. https://doi.org/10.29329/ijpe.2024.1063.4.

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Prayogi, Saiful, Muhali Muhali, Ni Nyoman Sri Putu Verawati, and Muhammad Asy’ari. "PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA CALON GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 21, no. 2 (2016): 148–53. http://dx.doi.org/10.18269/jpmipa.v21i2.44269.

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Peran penting guru dalam proses belajar mengajar dan tuntutan abad 21 mendorong program pendidikan calon guru untuk memastikan bahwa seorang calon guru akan dapat melatihkan keterampilan berpikir kritis kepada para siswanya kelak karena keterampilan berpikir kritis adalah keterampilan penting yang dibutuhkan oleh pe-belajar masa depan. Kami mengembangkan model Pembelajaran Aktif Berbasis Inkuiri (ABI) yang diim-plementasikan kepada 34 mahasiswa calon guru fisika di salah satu Lembaga Pendidikan Tenaga Kepen-didikan (LPTK) di Indonesia. Model pembelajaran yang diimplementasikan terbukti dapat m

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Barın, Muzaffer. "Pre-Service Teachers’ Attitudes towards English Courses and Their Critical Thinking Skills." World Journal of Education 9, no. 2 (2019): 46. http://dx.doi.org/10.5430/wje.v9n2p46.

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The aim of the current research is to reveal the relationship between pre-service teachers’ attitudes towardscompulsory English courses and their critical thinking skills. The study also investigates the effect of the participants’age, gender and department on their attitudes towards compulsory English courses and their critical thinking skills.California Critical Thinking Disposition Inventory (CCTDI) and Attitude Scale towards English Classes (ASTEC)were used as data collection instruments. 159 pre-service teachers from different departments of a public university’sfaculty of education. The

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Winarto, Winarto, Edy Cahyono, Woro Sumarni, Sulhadi Sulhadi, Siti Wahyuni, and Sarwi Sarwi. "Science Teaching Approach Ethno-SETSaR to improve pre-service teachers’ creative thinking and problem solving skills." Journal of Technology and Science Education 12, no. 2 (2022): 327. http://dx.doi.org/10.3926/jotse.1367.

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Pre-service teachers need creative thinking and problem solving skills to support their teaching quality. The aims of this research: (1) problems in science teaching, creative thinking and problem solving skills of pre-service teachers; (2) improvements of creative thinking and problem solving skills of pre-service teachers through Ethno-SETSaR Science Teaching Approach, and (3) relationship pattern of critical thinking and problem solving skills. The research method applied in this study was sequential exploratory mix method. The research design consisted of five stages: 1) qualitative data g

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Christodoulou, Panagiota, and Anastasios Papanikolaou. "Examining Pre-Service Teachers’ Critical Thinking Competences within the Framework of Education for Sustainable Development: A Qualitative Analysis." Education Sciences 13, no. 12 (2023): 1187. http://dx.doi.org/10.3390/educsci13121187.

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Empowering teachers with Critical Thinking and an understanding of sustainability is vital for guiding students’ informed decisions and actions in today’s world. Higher education needs innovative, student-centered methods like case-based teaching in order to promote Critical Thinking and the principles of Education for Sustainable Development. The aim of the study was to explore and evaluate pre-service teachers’ Critical Thinking when engaged with case studies in a practicum preparation course centered on Education for Sustainable Development. Nine undergraduate students in teacher education

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