Enhancing the Critical Thinking Skills and Dispositions of Pre-Service Teachers

• 영문명: Enhancing the Critical Thinking Skills and Dispositions of Pre-Service Teachers
• 발행기관: 대한사고개발학회
• 저자명: Siew Lang Kong Seok Hoon Seng
• 간행물 정보: 『The International Journal of Creativity & Problem Solving』제14권 제2호, 41~56쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2004.10.31

영문 초록

This paper discusses various ways to enhance critical thinking skills and dispositions of pre-service teachers in Singapore using a thinking module based on the DASK model for preparing teachers to teach thinking skills. The study involved 109 pre-service teachers reading Diploma in Education. Half of the participants (N=56) went through the intervention module designed for preparing pre-service teachers to teach thinking skills in their classroom instruction. The other half (N=53) was the control group. Results showed that pre-service teachers in the intervention module improved their critical thinking sub-skill of 'recognition of assumptions'. Critical thinking skills and dispositions were measured by Watson-Glaser Critical Thinking Appraisal (Watson & Glaser, 1980) and California Critical Thinking Disposition Inventory (Facione, Facione, & Giancarlo, 2000) respect-tively. Implications of the study are discussed.

목차

INTRODUCTION

METHOD

RESULTS

DISCUSSION

CONCLUSION

REFERENCES

키워드

Pre-service teacher training Intervention Infusion Teaching thinking Critical thinking skills Critical thinking disposition