What does critical thinking mean? Examination of pre-service teachers’ cognitive structures and definitions for critical thinking

Altun, Ebru; Yıldırım, Nagihan

doi:10.1016/j.tsc.2023.101367

Cited by 9 publications

(1 citation statement)

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“…«Research Question 1: What are the key activities enforcing the collaboration between HEIs and LM for designing, developing, and delivering CT-oriented curricula strengthening undergraduates' CT?» We presented in detail the PC-D approach followed for the CDDD, the key activities implemented at each step of the approach as well as the timeline of implementation of the activities. By applying the Participatory Co-Design methodology, the needs analysis was essential to develop a shared understanding of CT [35,40,58,59] because "while there is general acceptance on the importance and necessity of critical thinking, there is no consensus on its definition" [59] (p. 1). By finding a definition that served as a common basis for all the partners (purposeful mental process driven by conscious, dynamic, self-directed, selfmonitored, self-corrective thinking, sustained by disciplinary and procedural knowledge and metacognition), it was easier to achieve the shared development and delivery of the pilot blended apprenticeship curricula.…”

Section: Discussionmentioning

confidence: 99%

University–Business Collaboration for the Design, Development, and Delivery of Critical Thinking Blended Apprenticeships Curricula: Lessons Learned from a Three-Year Project

Rebelo,

Christodoulou,

Payan-Carreira

et al. 2023

Education Sciences

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University–Business partnership for collaborative curriculum design, development, and delivery is an important dimension of University–Business Collaboration (UBC), but scarce information exists on how to enhance partnership for the design, development, and implementation of new curricula. With these questions in focus, this article intends to present and discuss the perceived experience during a three-year European funded project, namely, Think4Jobs. This project exemplifies the significance and benefits of UBC in the design, development, and delivery of curricula that meet the evolving demands of the labour market while promoting Critical Thinking (CT) as a foundational 21st century skill to contribute to graduates’ employability. Think4Jobs project brought together a multidisciplinary team of researchers and business organisations from five European countries (Germany, Greece, Lithuania, Portugal, and Romania) with interests in promoting and developing CT and mitigating eventual competence gaps. The project’s success was attributed to key practices, including defining a common conceptualization of CT, employing Participatory Co-Design, and providing common training for university and business partners. Clear objectives, explicit roles, effective communication, and ongoing evaluation further enhanced the collaboration. Experiential learning, real-work problems, and case studies reinforced the curricula, bridging the gap between academia and the labour market. By embracing these insights, future UBC initiatives can empower graduates with the necessary skills to stand out in an ever-changing labour market, contributing to enhanced education and successful careers.

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Section: Discussionmentioning

confidence: 99%