Training higher education teachers’ critical thinking and attitudes towards teaching it

Janssen, Eva M.; Mainhard, Tim; Buisman, Renate S. M.; Verkoeijen, Peter P. J. L.; Heijltjes, Anita; Peppen, Lara M. van; Gog, Tamara van

doi:10.1016/j.cedpsych.2019.03.007

Cited by 66 publications

(37 citation statements)

References 65 publications

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“…The results shown by several studies [8,9,12,13] establish that teachers' perceptions of ICT are positive, since they consider them to be tools that favour active, motivational and interactive learning, and they manage to respect the students' individual rhythms. However, other studies point out limitations, highlighting the lack of technological knowledge, traditional training and the economic investment required to implement these tools [11].…”

Section: Introductionmentioning

confidence: 99%

Impact on the Virtual Learning Environment Due to COVID-19

et al. 2021

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As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.

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Section: Introductionmentioning

confidence: 99%

Impact on the Virtual Learning Environment Due to COVID-19

et al. 2021

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“…The results showed that faculty members teaching prospective teachers were not able to make a clear explanation of critical thinking mostly and that they did not have information about the skills that should be developed in students. When recent studies are examined, the study of Janssen, Mainhard, Buisman, Verkoeijen, Heijltjes, van Peppen and van Gog (2019) draws attention. This study reveals conclusions that teachers know very little about how to improve their critical thinking skills and attitudes towards critical thinking teaching.…”

Section: Critical Thinkingmentioning

confidence: 99%

Computer-Aided Argument Mapping for Improving Critical Thinking: Think Better! Discuss Better! Write Better!

Sönmez

Akkaş

Memiş

2022

Int. J. of Cont. Edu. Res.

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The aim of this study is to investigate the impacts of the use of computer-aided argument maps as a tool to promote prospective teachers’ critical thinking skills and dispositions. In this regard, qualitative research method was used in the study. The data of the research were collected through semi-structured interviews. Study group consists of 30 senior prospective teachers from three different classes studying science teaching at a university in Turkey in 2017-2018 academic year. At these three classes mentioned, individual and collaborative argument maps were created in addition to the ABI (Argumentation-based inquiry) activities. The study group was formed on a volunteer basis with 10 students from each class who were selected from, their course performances into consideration. A computer software was used to create the argument maps. Data obtained from interviews were analyzed through NVIVO program. The results obtained indicated that critical thinking skill sub-dimensions such as explanation, analysis, interpretation, evaluation, Self-correction and critical thinking disposition sub-dimensions such as questioning the reliability of sources, being open and fair-minded, being respectful of differences were emphasized more in the group in which the prospective teachers performed computer-aided, individual and collaborative mapping rather than the group in which only ABI activities were performed.

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“…The quality of education is inextricably linked with pedagogical technologies, since in modern conditions, various audio, hardware and software tools have been actively introduced into the pedagogical and educational process to improve the quality of the educational process (Abd and Behadili, 2019;Ali et al, 2018;Burbules et al, 2020). Productive author's methods were optimistic and became almost a panacea for ineffective learning in the higher education system (Lucander and Christersson, 2020;Burbules et al, 2020;Janssen et al, 2019). Many studies show that the use of active learning methods can create conditions for translating the acquired knowledge into an applied form and increase the motivation of students (Rizkallah and Seitz, 2017;López et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Improve Teaching Capacity at Private Universities in Ho Chi Minh City, Vietnam According to AUN-QA

Lam

Tuan

Thanh

2020

IJCRSEE

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The purpose of this study was to develop an approach to assessing the potential of teachers for the possibility of introducing quality standards of the educational process according to AUN-QA in the higher education system of Vietnam. A survey of teachers and managers of 6 private universities in Ho Chi Minh City was carried out, aimed at assessing the quality of university teachers and their potential to AUN-QA standards. The number of respondents was 172 teachers and 42 managers of the studied universities. Evaluation of the survey responses was made on a 4-point Likert scale. Using the SPSS 22.0 software package, statistical processing of the results of the questionnaire survey of teachers was carried out. By means of questionnaires, an assessment of the need (urgency) and the possibility of implementing measures aimed at increasing the teaching potential was carried out. A pedagogical experiment was carried out, which involved the passage of training for teachers in order to increase the pedagogical potential: the development of the theoretical base and practical skills in the application of teaching methods, such as Teaching simulation, Teaching case studies, Learning project, Teaching by situation, Lecture, Problem solving, Teaching in groups, Practical methods, experiments, Training method, review. The experiment involved 61 teachers from Van Lang University. According to the results of the experiment, a statistically significant increase in the level of methodological knowledge of teachers and skills for their implementation was revealed. The results obtained are of practical importance and can serve as a basis for solving numerous problems of higher education in the country. They can also be used to improve the quality of educational services, the effectiveness of reforms in the education system of Vietnam.

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Training higher education teachers’ critical thinking and attitudes towards teaching it

Cited by 66 publications

References 65 publications

Impact on the Virtual Learning Environment Due to COVID-19

Impact on the Virtual Learning Environment Due to COVID-19

Computer-Aided Argument Mapping for Improving Critical Thinking: Think Better! Discuss Better! Write Better!

Improve Teaching Capacity at Private Universities in Ho Chi Minh City, Vietnam According to AUN-QA

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