Integration of critical thinking into curriculum: Perspectives of prospective teachers

Ayçiçek, Burak

doi:10.1016/j.tsc.2021.100895

Cited by 25 publications

(27 citation statements)

References 27 publications

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“…The study of CT is very important in teacher education, as the Finn [72] Report proposed key competencies such as critical thinking which teacher needs to possess in the 21 st Century. This will help teachers to expand their knowledge and skills by understanding education issues from a diverse perspective [5,6]. Also, the acquired CT competencies enabled teachers to modify their teaching pedagogy by leading students to think critically and argumentatively way.…”

Section: Review Articlementioning

confidence: 99%

Determining the Role of Teacher Educators in Developing Critical Thinking to Preservice Teachers

Ngao

Chunga²

2022

AJESS

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As the research on Critical Thinking (CT) has mushroomed in the field of teacher education thus, understanding Teacher Educators' roles in enhancing CT is inevitable. This study aimed to identify the specific roles that should be played by Teacher Educators in developing CT in the university context. In this study, 22 published research articles were deeply studied and analyzed to unpack the roles of teacher educators in developing CT to preservice teachers. The study proposed three patterns of solutions; (a) Implementing lesson study toward developing CT, (b) Emphasizing critical self-reflection (c) Expanding their understanding of CT teaching through scholarly research engagement. These patterns of solutions proposed were underpinned by related theories to support the application process. Thus, the solutions proposed will help Teacher Educators to become aware of their roles as educators and will assist in preparing teachers who can think critically.

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Section: Review Articlementioning

confidence: 99%

Determining the Role of Teacher Educators in Developing Critical Thinking to Preservice Teachers

Ngao

Chunga²

2022

AJESS

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“…They believe that enhancing student reflective thinking skills through embedding arts is an essential part of the post-COVID engineering curriculum. In light of the rapid changes observed since the pandemic started, some other researchers believe higher education should further strengthen critical thinking skills in the curriculum, considering it one of the key real-life competencies for a post-COVID world [43].…”

Section: Figurementioning

confidence: 99%

Online and Hybrid Teaching Effects on Graduate Attributes: Opportunity or Cause for Concern?

et al. 2023

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The opportunity to develop graduate attributes beyond disciplinary expertise is an essential component of any degree programme, and students should develop these during their time within higher education. Graduate attributes can be considered as high-level skills and qualities beyond technical knowledge, which enable higher education institutions to produce more employable graduates. However, there are significant challenges in developing such skills and qualities, where remote teaching and learning complicate this further. Online teaching does not wholly derail the opportunities for students to achieve existing graduate attributes—in contrast, it also creates opportunities for innovation and shapes graduates in preparation to be the next-generation workforce. In this paper, we aim to study and synthesise existing knowledge on the effect of online hybrid teaching on graduate attributes. A systematic literature survey was completed revealing that educational institutions continue using online or hybrid instructional modes, affecting graduate attributes positively and negatively. Therefore, to effectively develop graduate attributes, there is a requirement for fundamental changes in instructional strategies, teaching–learning behaviours, upgrading of facilities and curriculum adaptations. We review graduate attributes in the higher education literature, including the impacts resulting from remote teaching and learning. The paper also identifies the general challenges to developing graduate attributes, as well as more specific challenges as a result of hybrid and online teaching and learning.

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“…Salah satu cara yang dapat dilakukan untuk mengatifkan siswa dalam proses pembelajaran adalah dengan meningkatkan daya berpikir kritis siswa (Sofyan, 2019). Berpikir kritis merupakan suatu kerangka akal budi yang digunakan untuk mengalisis dalam proses mempertimbangkan atau menentukan suatu hal agar sesuai dengan logika (Agnafia, 2019;Ayçiçek, 2021). Berdasarkan hal tersebut guru perlu melakukan modifikasi dalam perancangan pembelajaran yang dapat meningkatkan daya berpikir kritis siswa.…”

Section: Pendahuluanunclassified

Meningkatkan Kemampuan Berpikir Kritis Siswa dalam Tema Berbagai Pekerjaan dengan Fun thinkers

2021

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Adanya kesulitan pada guru dalam merancang pembelajaran yang berpusat pada siswa sehingga membuat siswa menjadipasif dan membuat kemampuan berpikir kritas siswa tidak berkembang. Berasarkan hal tersebut diperlukan adanya media pembelajaran yang dapat mengaktifkan siswa daam pembelajaran misalnya dengan media fun thinkers. Penelitian ini bertujuan utnuk memvalidasi media fun thinkers berbasis soal berpikir kritis untuk siswa SD kelas IV pada tema 4 berbagai pekerjaan. Penelitian ini merupakan penelitian pengembangan yang dilaksanakan dengan menggunakan model ADDIE. Subjek penelitian ini adalah 2 orang dosen sebagai ahli materi, 2 orang dosen sebagai ahli media, 2 orang guru sebagai respon praktisi, dan 10 siswa sebagai respon siswa. Metode pengumpulan data yang digunakan adalah metode kuesioner dengan instrumen yang digunakan untuk mengukur tingkat validitas media fun thinkers adalah rating scale berupa lembar penilaian media fun thinkers dari ahli. Data dianalisis dengan menggunakan rumus mean untuk mengetahui rata-rata skor validitas media fun thinkers berbasis soal berpikir kritis. Penelitian ini menghasilkan media fun thinkers yang telah dinyatakan valid berdasarkan nilai rata-rata yang diperoleh dari ahli materi, ahli medi, guru, dan siswa dengan rata-rata beradada pada rentang 4.21 < Va < 5.00 dengan kualifikasi sangat valid. Berdasarkan analisis tersebut menunjukkan bahwa media fun thinkers berbasis soal berpikir kritis untuk siswa SD kelas IV tema 4 berbagai pekerjaan yang dikembangkan telah valid dan layak digunakan dalam proses pembelajaran.

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Integration of critical thinking into curriculum: Perspectives of prospective teachers

Cited by 25 publications

References 27 publications

Determining the Role of Teacher Educators in Developing Critical Thinking to Preservice Teachers

Determining the Role of Teacher Educators in Developing Critical Thinking to Preservice Teachers

Online and Hybrid Teaching Effects on Graduate Attributes: Opportunity or Cause for Concern?

Meningkatkan Kemampuan Berpikir Kritis Siswa dalam Tema Berbagai Pekerjaan dengan Fun thinkers

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