Critical Thinking as a key competence and the factor of self-development of the modern teacher

• Authors: Remigijus Bubnys , Anna Mróz , Istvan Zsigmond

Title variants

PL

Myślenie krytyczne jako kompetencja kluczowa oraz czynnik samorozwoju współczesnego nauczyciela

Abstracts

PL

Myślenie krytyczne jest określane jako kompetencja dla przyszłości, kluczowa w społeczeństwie globalnej informacji, umożliwiająca sprawne i aktywne działanie w zmieniającej się rzeczywistości, w której jednostki muszą sobie radzić z chaosem informacyjnym. Ponadto, kompetencja myślenia krytycznego wyjątkowo ważna jest w kontekście samorozwoju, a szczególnie – rozwoju nauczycieli, bowiem ta grupa zawodowa musi w swojej pracy radzić sobie z nieprzewidywalnością, niejednoznacznością koniecznością nieustannego wersyfikowania informacji, aktualizowania posiadanych kompetencji i nabywania nowych. Myślenie krytyczne pozwala także odkryć słabości/niedostatki własnego myślenia, braki w zakresie posiadanych umiejętności oraz wydawać oparte na dowodach/ argumentach sądy. W artykule podjęto problematykę myślenia krytycznego w kontekście rozwoju nauczyciela. Zwrócono uwagę na rozumienie pojęcia „myślenie krytyczne” jako kompetencji kluczowej we współczesnym świecie oraz wskazano, jak myślenie krytyczne wspiera proces samorozwoju, szczególnie wśród nauczycieli.

EN

Critical thinking is described as a competence for the future, a key competence in a global information society, enabling efficient and proactive action in a changing reality in which individuals must cope with information chaos. In addition, the competence of critical thinking is exceptionally important in the context of self-development, and especially – the development of teachers, because this professional group has to cope in its work with unpredictability, ambiguity, the need to constantly verify information, update existing competencies and acquire new ones. Critical thinking also makes it possible to discover weaknesses/deficiencies in one’s own thinking, shortcomings in one’s skills, and make judgments based on evidence/arguments. The article addresses the issue of critical thinking in the context of teacher development. Attention was paid to the understanding of the concept of “critical thinking” as a key competence in the modern world, and it was pointed out how critical thinking supports the process of self-development, especially among teachers.

Keywords

EN

critical thinking; teacher; self-development; key competence

PL

myślenie krytyczne; nauczyciel; rozwój osobisty; kompetencja kluczowa

• Publisher: Uniwersytet Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych
• Journal: Labor et Educatio
• Year: 2023
• Issue: 11
• Pages: 41-54

Dates

published

2023

Contributors

author

Remigijus Bubnys

• VU Šiauliai Academy

author

Anna Mróz

• University of the National Education Commission in Krakow

author

Istvan Zsigmond

• The Sapientia Hungarian University of Transylvania

References

• Aliakbari, M., Sadeghdaghighi, A. (2013). Teachers’ Perception of the Barriers to Critical Thinking. Procedia - Social and Behavioral Sciences, Volume 70, 1–5. ISSN 1877-0428. https://doi.org/10.1016/j.sbspro.2013.01.031.
• Aránguiz, P., Palau-Salvador, G., Belda & A., Peris, J. (2020). Critical thinking using project-based learning: The case of the agroecological market at the “Universitat Politècnica de València”. Sustainability, 12(9), 3553.
• Bandura, A., Jeffery, R.W. & Gajdos, E. (1975). Generalizing change through participant modeling with self-directed mastery. Behaviour Research Therapy, 13, 141–152.
• Baron, J. (1991). Beliefs about thinking. In: J. Voss, D. Perkins, & J. Segal (Eds.), Informal Reasoning and Education (pp. 169–186). New York: Routledge.
• Baron, J. (2000). Thinking and deciding (3rd ed.). Cambrige: Cambridge University Press.
• Bassham, G. (2011). Critical thinking: A student’s introduction (4th ed.). New York, USA: McGraw-Hill.
• Carpenter, B.N. (1993). Relational competence. In: D. Perman, W.H. Jones (Eds.), Advances in Personal Relationships. London, UK: Jessica Kingsley Publishers.
• Czaja-Chudyba, I. (2013). Myślenie krytyczne w kontekstach edukacji wczesnoszkolnej. Uwarunkowania nieobecności. Kraków: Wydawnictwo Uniwersytetu Pedagogicznego.
• Cheng, M.H.M., Wan Z. H., (2017). Exploring the effects of classroom learning environment on critical thinking skills and disposition: A study of Hong Kong 12th graders in Liberal Studies. Thinking Skills and Creativity, Vol. 24, 152–163. https://doi.org/10.1016/j.tsc.2017.03.001.
• Davies, M.; Barnett, R. (2015). The Palgrave Handbook of Critical Thinking in Higher Education. New York, NY, USA: Palgrave Macmillan.
• Dehghani, M., Jafari Sani, H., Pakmehr, H., Malekzadeh, A. (2011). Relationship between Students’ Critical Thinking and Self-efficacy Beliefs in Ferdowsi University of Mashhad, Iran. Procedia Social and Behavioral Sciences, 15 (2011), 2952–2955.
• Ennis, R. (1989). Critical Thinking and Subject Specificity: Clarification and Needed Research. Educational Researcher, vol. 18, no. 3, 4–10. doi: org/10.3102/0013 189x018003004.
• Ennis, R. H. (1996a). Critical thinking. NJ: Prentice-Hall. Ennis, R. H. (1996b). Critical thinking dispositions: Their nature and assessability. Informal Logic, 18, 2 & 3, 165–182.
• Ennis, R. H. (2011). Critical Thinking: Reflection And Perspective - Part I. Inquiry, Vol. 26, 1.
• Ennis, R. H. (2007). ‘Probable’ and its equivalents. In: Hans V. Hansen & Robert C. Pinto (Eds.), Reason reclaimed: Essays in honor of J. Anthony Blair and Ralph H. Johnson, (243-256). VA: Vale Press.
• Facione, P. A. (1990). The California Critical Thinking Skills Test-College Level. Technical Report #2. Factors Predictive of CT Skills. California: California Academic Press.
• Facione, P. A. (2013). Critical thinking: What it is and why it counts. Millbrae. California: Measured Reason and the California Academic Press.
• Florea, N.M., Hurjui, E. (2015). Critical thinking in elementary school children. Procedia – Social and Behavioral Sciences, 180, 565–72. DOI: 10.1016/j.sbspro .2015.02.161.
• Forawi, S. A. (2016). Standard-based science education and critical thinking. Thinking Skills and Creativity, 20, 52–62. http://dx.doi.org/10.1016/j.tsc.2016.02.005.
• Garmez, M., Masten, A.S. (1991). The protective role of competence indicators in children at risk. In: M., Greene, A.L., Karraker, K.H. (Eds.), Life-Span Development Psychology: Perspectives on Stress and Coping. LEA: Cummings.
• Gardner, H. (1983). Frames of Mind. In The Theory of Multiple Intelligences. New York, NY, USA: Basic Books.
• Giddens, A., (2003). Stanowienie społeczeństwa. Zarys teorii strukturacji. tłum. Stefan Amsterdamski. Poznań: Zysk i S-ka.
• Halpern, D. F. (1998). Teaching for critical thinking: Helping college students develop the skills and dispositions of a teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455. https://doi.org/10.1037/ 0003-066X.53.4.449.
• Halpern, D.L. (2014). Thought and Knowledge: An Introduction to Critical Thinking. 5th edition. New York: Psychology Press.
• Karbalaei, A. (2012). Critical Thinking and Academic Achievement. Ikala, Revista de Lenguajey Cultura, vol. 17, no. 2, 121–128.
• Khavanin, A., Sayyah, M., Ghasemi, S. & Delirrooyfard, A. (2021). Correlations Between Critical Thinking, Self-esteem, Educational Status, and Demographic Information of Medical Students: A Study from Southwestern Iran. Educational Research in Medical Sciences, 10(1):e116558, 1–6.
• Ku, K. Y.L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Th inking Skills and Creativity, Volume 4, Issue 1, 70-76. http://dx.doi.org/10.1016/j.tsc.2009.02.001.
• Lipman, M. (1991). Thinking in Education. Cambridge: Cambridge University Press.
• López-Alcarria, A., Olivares-Vicente, A., Poza-Vilches, F. A. (2019). Systematic Review of the Use of Agile Methodologies in Education to Foster Sustainability Competencies. Sustainability, 11, 2915. https://doi.org/10.3390/su11102915.
• Łukasik, J. M. (2020). Rozwój osobisty i zawodowy nauczycielek w okresie wczesnej dorosłości. Edukacja Ustawiczna Dorosłych, 3/2020, 85–97. DOI: 10.34866/ jg8y-6c19.
• Pattanapichet, F., Wichadee, S. (2015). Using space in social media to promote undergraduate students’ critical thinking skills. Turkish Online Journal of Distance Education, 4(4), 38–49.
• Merma-Molina, G., Gavilán-Martín, D., & Urrea-Solano, M. (2022). Actively open-minded thinking, personality and critical thinking in Spanish adolescents: A correlational and predictive study. International Journal of Instruction, 15(2), 579–600.
• Norman, M., Chang, P., Prieto, L. (2017). Stimulating Critical Th inking in U.S Business Students through the Inclusion of International Students. Journal of Business Diversity, 17(1), 122–130.
• Nowak-Łojewska, A. (2011). Nauczyciel „konserwa” (?) – odporny na zmianę relikt w skansenowej szkole. Studia Pedagogiczne, t. L XIV, 173–186.
• Paul, R., Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life (2nd ed.). New Jersey: Pearson Education.
• Paul, R., , Elder, L., Bartell, A. (1997). California Teacher Preparation for Instruction in Critical Th inking: Research Findings and Policy Recommendations California Commission on Teacher Credentialing. Tomales: Foundation for Critical Thinking.
• Phan, Huy P. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, vol. 22, núm. 2, 2010, 284–292.
• Perkins, D. N. (1995). Outsmarting IQ: The emerging science of learnable intelligence. Canadian: Free Press.
• Pikuła, N. G. (2016). Rozwój zawodowy i zawodowa satysfakcja w perspektywie osób starszych. Labor et Educatio, 4, 201–217.
• Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44, 127–135.
• Rieckmann, M. (2018). Learning to transform the world: Key competences in Education for Sustainable Development. In: A. Leicht, J. Heiss, W.J. Byun (Eds.), Issues and Trends in Education for Sustainable Development. Paris, France: UNESCO.
• Salovey, P., Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality, Vol 9, Issue 3, 185–211.
• Sang, G., Valcke, M., Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers and Education, Vol 54, Issue 1, 103–112.
• Siegel, H. (1992). The generalizability of critical thinking skills, dispositions, and epistemology. In: P. Norris (ed.), Th e Generalizability of Critical Thinking: Multiple Perspectives on an Educational Ideal, (pp. 97–108). New York: Teachers College Press.
• Simper, N., Frank, B., Kaupp, J., Mulligan, N. & Scott, J. (2019). Comparison of standardized assessment methods: Logistics, costs, incentives and use of data. Assessment and Evaluation in Higher Education, 44 (6), 821–834. DOI:10.1 080/02602938.2018.1533519.
• Sternberg, R. J. (1997). Thinking styles. Cambridge: Cambridge University Press.
• Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36, 227–245.
• Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. Cambridge: Cambridge University Press.
• Szempruch J. (2012). Nauczyciel w warunkach zmiany społecznej i edukacyjnej. Kraków: IMPULS.
• Taimur S., Sattar H. (2019). Education for Sustainable Development and Critical Thinking Competency. In: W. Leal Filho, A. Azul, L. Brandli, P. Özuyar, T. Wall (eds.), Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-699028_64-1.
• West, R. F., Toplak, M. G., Stanovich, K.E. (2008). Heuristics and Biases as Measures of Critical Th inking: Associations with Cognitive Ability and Thinking Dispositions. Journal of Educational Psychology, Vol. 100, No. 4, 930–941. DOI: 10.1037/a0012842.
• Vieira, R., Tenreiro-Vieira, C., & Martins, I. (2011). Critical thinking: Conceptual clarification and its importance in science education. Science Education International, 22(1), 43–54.
• Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: M. Barth, G. Michelsen, M. Rieckmann, I. Thomas (Eds.), Handbook of Higher Education for Sustainable Development (241-260). London: Routledge.
• Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218.

Identifiers

DOI

10.4467/25439561LE.23.004.19209

Biblioteka Nauki

28410243