Abstract
Critical thinking is widely considered a vital aspect of education, necessary for comprehending concepts and solving problems. Compelling evidence from various studies indicates that even a significant number of university graduates lack the ability to think critically, despite its emphasis in education. Critical thinking involves a process of reasoning that is reasonable, reflective, and aimed at deciding what to believe, how to proceed, and what to do. This study presents findings from research conducted by an international team of researchers hailing from three distinct teacher training institutions situated in Mauritius and India. The primary objective of this study was to gauge the extent to which both pre-service and in-service trainees exhibited critical thinking capabilities when confronted with carefully crafted real-life scenarios. The study population included a representative sample of trainees (n = 130 for pre-test; n = 57 for post-test). The outcomes of the study found that critical thinking skills are lacking among pre-service and in-service trainees in both countries, mostly in the action phase, required for problem-solving, while limited critical thinking could be identified in the thinking and reflection phases. The findings also emphasised that critical thinking is a crucial skill that has the potential to benefit both trainees and students in solving complex real-life problems and that critical thinking should be incorporated into the curricula of educational institutions at all levels to develop a mindset in trainees who can think critically, solve problems, and make informed decisions, thereby contributing positively to teaching.
Author Information
Yashwantrao Ramma, Mauritius Institute of Education, Mauritius
Ajeevsing Bholoa, Mauritius Institute of Education, Mauritius
Narendra Deshmukh, Homi Bhabha Centre for Science Education, India
Suryakanti Anu Fulena, Mauritius Institute of Education, Mauritius
Vandana Shivajirao Nalawade, Azad College of Education, India
Paper Information
Conference: ECE2023
Stream: Higher education
This paper is part of the ECE2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Ramma Y., Bholoa A., Deshmukh N., Fulena S., & Nalawade V. (2023) Scenarios as Means for Identifying, Developing, and Accessing Critical Thinking in Pre- and In-Service Teacher Education: A Preliminary Discussion on the Findings of an International Collaboration ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.70
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.70
Comments
Powered by WP LinkPress