Cultivating critical thinkers: Exploring transfer of learning from pre-service teacher training to classroom practice

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22 Citations (Scopus)

Abstract

This study explores the transfer of critical thinking skills and dispositions from pre-service teacher training to classroom practice and student achievement in the cases of two graduates from a course on critical thinking-integrated instruction. Two 7th and two 8th grade classes were randomly assigned as experimental (CT-integrated instruction), or comparison (traditional instruction) groups. Empirical results demonstrated that, in these two cases, the teachers successfully developed CT-integrated instruction for effectively fostering students' CT skills and dispositions, while improving student achievement. Future research should include larger and more representative samples to avoid bias and reliably evaluate CT-based teacher training initiatives.

Original languageEnglish
Pages (from-to)1116-1130
Number of pages15
JournalTeaching and Teacher Education
Volume28
Issue number8
DOIs
Publication statusPublished - 2012 Nov 1

All Science Journal Classification (ASJC) codes

  • Education

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