Development of Future Teachers´ Critical Thinking Through Pedagogical Disciplines

Abstract

The paper deals with critical thinking as a pedagogical-psychological construct; it is focused on definitions and various attributes of critical thinking in pre-graduate students. The accent is put on the possible development of students in teacher training study programmes through selected pedagogical disciplines as the theory of instruction, the theory of education, and didactics of pedagogy. Knowledge of strategies and methods for developing critical thinking is crucial for teacher students, and it is a base for creating own metacognitive skills which lead to critical thinking. There arises an idea that a teacher who is unable to think critically, is also unable to lead even his pupils to critical thinking. Pre-graduate training, next to the other requirements, should be directed to the development of students´ critical thinking, and in combination with their quality professional and didactic preparation, it is an assumption for development of competence to think critically in pupils at lower and upper secondary schools.Key words critical thinking, metacognition, cognitive skills, pedagogical disciplines Anotácia V príspevku orientujeme pozornosť na kritické myslenie ako pedagogickopsychologický konštrukt, na jeho vymedzenie a jednotlivé atribúty kritického myslenia u vysokoškolákov. Akcentujeme možnosti jeho rozvoja u študentov učiteľských študijných programov vo vybraných pedagogických disciplínach ako teória vyučovania, teória výchovy a didaktika pedagogiky. Poznanie stratégií a metód na rozvoj kritického myslenia je pre budúcich učiteľov základom pre vytvorenie si vlastných metakognitívnych zručností, ktoré vedú ku kritickému mysleniu. Z toho vyplýva téza, že učiteľ, ktorý nevie kriticky myslieť, nemôže k tomu viesť ani svojich žiakov. Pregraduálna príprava by preto mala smerovať okrem iného aj k rozvoju kritického myslenia študentov, čo je v kombinácii s kvalitnou odbornou a didaktickou prípravou predpokladom rozvoja kompetencie kriticky myslieť u žiakov na ZŠ a SŠ.Kľúčové slová kritické myslenie, metakognícia, kognitívne zručnosti, pedagogické disciplíny

Non-Linear Structured Teaching Material as an Attribute Developing Meaningfulness in Students' Mental Representation

“…The question of what a successful, and above all functional, model of learning should look like must be asked constantly Schools seem not to realize that the teaching process is more than textual information, and therefore it is incorrect to teach predominantly through the aid of texts. The point is that the human mind is able to comprehend more than abstract information in the text, as learning occurs by the aid of sensory codes (Duchovicova, Fenyvesiova, 2019;Grofcikova et al, 2018;Duchovicova, Kolenakova, 2018Kozarova, Gunisova, 2020).…”