Obstacles to the Development of Critical Thinking Dispositions Among Student Teachers at Morgenster Teachers’ College, Zimbabwe

Zireva, Davison; Letseka, Moeketsi

doi:10.5901/mjss.2013.v4n6p671

Cited by 5 publications

(6 citation statements)

References 26 publications

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“…Socrates began the tradition of CT by reflectively questioning common beliefs and expectations, and separating beliefs that are reasonable and logical from those that lack evidence or rational foundation (Zireva & Letseka, 2013). According to Kress (1985), CT is a social practice and is language itself.…”

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confidence: 99%

Metacognitive Attributes and Liberated Progress

Nosratinia

Zaker

2014

Sage Open

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The psychological needs, mental factors, and personal peculiarities of learners are proven to be of paramount importance when we seek to develop a reliable and well-informed theory of teaching and achieve the crème de la crème out of the classroom practice (Lightbown & Spada, 2006). According to Deci (2000, 2002), a psychological need is an inherent source of motivation for learners that generates a proactive desire to interact with the environment to advance one's personal growth, social development, and psychological well-being. The three psychological needs central to learners are autonomy (AU), competence, and relatedness (Deci, Vallerand, Pelletier, & Ryan, 1991). Learners need to feel autonomous, competent, and related to others to grow, to make progress, and to be, by and large, well (O'Donnell, Reeve, & Smith, 2012).AU is the psychological need to experience self-direction in the initiation and regulation of one's behavior (Deci & Ryan, 1985). Current English as a foreign language (EFL) pedagogical trends seem to primarily focus on a studentcentered methodology in which learner AU is given a great value (Akbari, 2008;Bell, 2003;Benson, 2003). This is to say that EFL learners are now given a meaningful role in pedagogic decision making by being treated as active and autonomous players (Kumaravadivelu, 2008(Kumaravadivelu, , 2012. Accordingly, language learners are becoming the focus of curricula design (Nation & Macalister, 2010), and researchers are recognizing the significant role of learner AU in their teaching (Bell, 2003;Benson, 2003;O'Donnell et al., 2012).AU, according to Scharle and Szabó (2000), is the freedom and ability to manage one's own affairs, which entails the right to make decisions as well. An autonomous person, according to Paul and Elder (2008), is not dependent on others for the direction and control of one's thinking. They assert that it is the self-authorship on one's beliefs, values, and ways of thinking. The basis of learner AU, according to Chang (2007), is that learner accepts responsibility for his or her learning. Little (1995) argues that the pursuit of AU in a formal educational context is a matter of both learning and learning how to learn.

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confidence: 99%

Metacognitive Attributes and Liberated Progress

Nosratinia

Zaker

2014

Sage Open

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“…Critical thinking is the intellectually, disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and evaluating information so as to guide action (Scriven and Paul, 1996). Angelo (1995) highlights that critical thinking is characterized by the application of rational, higher order thinking skills such as reflection analysis, synthesis, problem recognition and problem solving; Letseka and Ventor (2013) and Zireva and Letseka (2013) argue that critical thinking is judging the authenticity worth of something. Critical thinking is thus a process of precise and objective analysis of any claim so that judgment can be passed.…”

Section: Critical Thinkingmentioning

confidence: 99%

Poverty alleviation through teaching for thinking: A case of one teachers college in Masvingo Province

Gwede¹

2019

Educ. Res. Rev.

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There is an assumption that education is incapacitated to alleviate poverty. The objective of this study is to explore the nature and impact of education being offered at one teachers' college in Masvingo Province. The study argues that the college is not offering education, which is instrumental for poverty alleviation. Qualitative data were generated using in depth interviews, focus group discussions and observation. The researcher used content analysis to analyze the data. The study revealed that the college curriculum is examination driven at the expenses of practical subjects which may see the college going a long way in alleviating poverty. The study also established that students leave the college with useful skills but are not empowered to realize the utility of acquired skills. The study concluded that although learners pass their examination poverty is rampant. The research recommends policy makers to align education to poverty alleviation as well as incorporating innovation for socioeconomic change.

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“…It is believed that Socrates was the founder of CT as he established the tradition of reflectively questioning common beliefs and expectations. He also attempted to separate reasonable and logical beliefs from those that lack evidence or rational foundation (Zireva & Letseka, 2013). CT has also been viewed as a social practice and language itself (Kress, 1985).…”

Section: Flourishing Creativity and Literacymentioning

confidence: 99%

Boosting Autonomous Foreign Language Learning: Scrutinizing the Role of Creativity, Critical Thinking, and Vocabulary Learning Strategies

Nosratinia

Zaker

2015

IJALEL

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Obstacles to the Development of Critical Thinking Dispositions Among Student Teachers at Morgenster Teachers’ College, Zimbabwe

Abstract: This article explores obstacles to the development of critical thinking dispositions at

Cited by 5 publications

References 26 publications

Metacognitive Attributes and Liberated Progress

Metacognitive Attributes and Liberated Progress

Poverty alleviation through teaching for thinking: A case of one teachers college in Masvingo Province

Boosting Autonomous Foreign Language Learning: Scrutinizing the Role of Creativity, Critical Thinking, and Vocabulary Learning Strategies

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