The Level of Critical Thinking Abilities Among Pre-Service Teachers

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Level of Critical Thinking Abilities Among Pre-Service Teachers

Popis výsledku v původním jazyce

The ability to think critically is essential in today's world. In spite of this fact, however, the trend prevailing in the Czech education system seems to be learning specific facts. Students are not being led to self-dependent studying and searching for answers. Therefore, the purpose of this study is to find out how well can those who will teach the next generation, critically think. The research presented is aimed at finding out the level of critical thinking abilities among pre-service teachers in the Czech Republic as well as finding out the differences within individual aspects of the stated ability. Descriptive research is the core of this study. The data has been collected by means of Cornell Critical Thinking Test. Level Z had been used, which contains fifty-two tasks oriented on induction, deduction, observation, credibility, assumptions and meaning. The obtained data was processed via descriptive statistics and comparison of the means. It was ascertained that critical thinking abilities among preservice teachers are on a relatively low level. The maximal achieved figure was 34 out of 52 possible points (m=24.9; sd=4.11). The best scores achieved by students were in the deduction part. A significant difference was proved between the pre-service teachers for kindergartens and pre-service teachers for lower primary schools in the induction part. The conclusion may be that the level of critical thinking abilities among pre-service teachers in the Czech Republic is on an average to low level. This corresponds with the findings of some other countries. These results are alarming, considering the fact that there is a high probability that pre-service teachers will teach their students likewise in the future - by handing down ultimate knowledge without the necessity of critically thinking about it.

Název v anglickém jazyce

The Level of Critical Thinking Abilities Among Pre-Service Teachers

Popis výsledku anglicky

The ability to think critically is essential in today's world. In spite of this fact, however, the trend prevailing in the Czech education system seems to be learning specific facts. Students are not being led to self-dependent studying and searching for answers. Therefore, the purpose of this study is to find out how well can those who will teach the next generation, critically think. The research presented is aimed at finding out the level of critical thinking abilities among pre-service teachers in the Czech Republic as well as finding out the differences within individual aspects of the stated ability. Descriptive research is the core of this study. The data has been collected by means of Cornell Critical Thinking Test. Level Z had been used, which contains fifty-two tasks oriented on induction, deduction, observation, credibility, assumptions and meaning. The obtained data was processed via descriptive statistics and comparison of the means. It was ascertained that critical thinking abilities among preservice teachers are on a relatively low level. The maximal achieved figure was 34 out of 52 possible points (m=24.9; sd=4.11). The best scores achieved by students were in the deduction part. A significant difference was proved between the pre-service teachers for kindergartens and pre-service teachers for lower primary schools in the induction part. The conclusion may be that the level of critical thinking abilities among pre-service teachers in the Czech Republic is on an average to low level. This corresponds with the findings of some other countries. These results are alarming, considering the fact that there is a high probability that pre-service teachers will teach their students likewise in the future - by handing down ultimate knowledge without the necessity of critically thinking about it.

Druh

D - Stať ve sborníku

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

8th International Conference of Education, Research and Innovation (ICERI 2015 Proceedings)

ISBN

978-84-608-2657-6

ISSN

2340-1095

e-ISSN

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Počet stran výsledku

7

Strana od-do

5304-5310

Název nakladatele

IATED

Místo vydání

Valencia

Místo konání akce

Seville, Spain

Datum konání akce

16. 11. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000377304005053