DEVELOPMENT OF FUTURE TEACHERS´ CRITICAL THINKING THROUGH PEDAGOGICAL DISCIPLINES
[ROZVOJ KRITICKEHO MYSLENIA BUDUCICH UCITELOV PROSTREDNICTVOM PEDAGOGICKYCH DISCIPLIN]
Sona Grofcikova – Jana Duchovicova – Livia Fenyvesiova
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.
critical thinking, metacognition, cognitive skills, pedagogical disciplines