The Level of Critical Thinking in Students of Education

Kosturková, Martina

doi:10.11118/lifele2014040145

Cited by 4 publications

(1 citation statement)

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“…As to the pedagogical implications, even though the teacherʼs role has not been mentioned, their attitude, motivation, and self-confidence [63][64][65][66][67] play a crucial role in the quality of CLIL. The systematic preparation of pre-service teachers for possible subjects content integration (not only CLIL), development of their creativity [68; 69], ability to create materials and critical thinking [70] should be one of the main tasks of universities in case the CLIL is to be introduced to our schools.…”

Section: Discussionmentioning

confidence: 99%

A Review of European Research on Content and Language Integrated Learning

Cimermanová¹

2021

IntegrEdu

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Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has been the subject of educational studies for three decades. The scope of research is broad, and from the primary focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research articles on Content and language integrated learning application and to estimate its summary average effect on content development in a group of students aged 10‒16. Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact of Content and language integrated learning implementation on the content subjects at primary and secondary schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces positive added value; however, the statistical meta-analysis showed no statistically significant differences between the Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups. Discussion and Conclusion The practical significance and prospects of the study lie in pointing out the benefits of Content and language integrated learning and stressing the importance of its inclusion in teacher training study programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create their materials.

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Section: Discussionmentioning

confidence: 99%

A Review of European Research on Content and Language Integrated Learning

Cimermanová¹

2021

IntegrEdu

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Rozvoj kritického myslenia koučovacím prístupom vo vysokoškolskom prostredí

Theodoulides¹,

Haviar²,

Šošková³

et al. 2020

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Fostering critical thinking in higher education through a coaching approach: theory and practical applications

Theodoulides¹,

Niklová²,

Liptáková³

et al. 2021

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Critical thinking as a key skill of every teacher is essential in guiding students through how to analyse, understand and evaluate vast amounts of information, how to argue, solve problems, recognize new possibilities and form their own opinion. More precisely, this book aims to present several practical exercises, techniques, case studies and examples which can be used in all educational classes with activities including tutoring students, preparing a final theses at all three stages of university study, and also in research activities of students as well as teachers. Our approach, to use elements of coaching as a fundamental base to foster critical thinking, at the HEI is fundamentally based upon "questioning". The ability to develop a meaningful and reflective discussion between teacher and students consists of open-ended questions which are a key prerequisite to developing critical thinking skills. We would also like to acknowledge the fact that our inspiration and practical abilities of critical thinking and coaching were sharpened during our attendance of several training workshops provided by local as well as foreign entities, e.g. Živica Zaježova, PDCS Bratislava, SAKO (Slovak Coach Association), Solution Focus, Switzerland and University of Cambridge. Some of the activities have been developed and tested in cooperation with students from the

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The Level of Critical Thinking in Students of Education

Cited by 4 publications

References 0 publications

A Review of European Research on Content and Language Integrated Learning

A Review of European Research on Content and Language Integrated Learning

Rozvoj kritického myslenia koučovacím prístupom vo vysokoškolskom prostredí

Fostering critical thinking in higher education through a coaching approach: theory and practical applications

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