ENHANCING CRITICAL THINKING SKILLS OF FUTURE LANGUAGE SCHOLARS IN PEDAGOGICAL COURSES

Authors

  • Liliya Baranovska National Aviation University, Ukraine
  • Liliya Morska The University of Bielsko-Biala, Poland
  • Iryna Simkova National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”,, Ukraine
  • Alla Zasluzhena National Aviation University, Ukraine https://orcid.org/0000-0001-5628-790X

DOI:

https://doi.org/10.20535/2410-8286.202382

Keywords:

critical thinking, comparative pedagogy, future language scholars, Polish universities, professional training, Ukrainian universities

Abstract

The paper reports on the results of critical thinking enhancement during the training of future language scholars in a Comparative Pedagogy course. 61 future language scholars from Poland and Ukraine took part in the research. The mixed research was based on the qualitative and quantitative analysis of students’ responses regarding critical thinking enhancement after completing the course. Informal interviews and diagnostic tests were used. For the verification of results, we applied Fisher's Exact Variance Test (F-test). The results show that most respondents (91%) enhanced their skills and abilities in critical thinking: differentiating information (76%), categorising information (62%), comparing information (85%), estimating information (87%), analysing and synthesising information (91%). The findings of this study support the idea that students’ critical thinking skills can be successfully developed in pedagogical courses.

Downloads

Download data is not yet available.

Author Biographies

Liliya Baranovska, National Aviation University

Professor of the  Department of Pedagogy and Psychology of Professional Education,  Dr. Sc. (Education), Professor 

Liliya Morska, The University of Bielsko-Biala

Professor,  Institute of Pedagogy, Dr. Sciencies (Education), Full Professor  

Iryna Simkova, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”,

Head of Department of English Language for Humanities, Dr. Sc. (Education),  Associate Professor 

Alla Zasluzhena, National Aviation University

Associate Professor of the Department of  Foreign Philology, PhD in Pedagogical Sciences

References

  1. Baranovska, L. & Zasluzhena, A. (2015). Content peculiarities of Bachelors’ in English language and literature training at universities of Switzerland. Comparative Professional Pedagogy, 5(1), 46–51. https://doi.org/10.1515/rpp-2015-0020
  2. Belghiti, K., Allame, E., Mohamed, Y. & Mohamed, C. (2017). Critical Thinking Development: The Case of the English Course in the CPGE Classes in Meknes, Fes and Kenitra. Arab World English Journal. http://dx.doi.org/10.2139/ssrn.2895544
  3. Bowell, T. & Kemp, G. (2010). Critical thinking. A coincide guide (3rd Ed.), Routledge.
  4. Bransford, J. D., Brown, A. L. & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. National academy press: Washington, D.C.
  5. Carol, A., Blohm, S. & Urdan, T. (2004). Assessing Secondary Students’ Disposition toward Critical Thinking: Development of the California Measure of Mental Motivation. Educational and Psychological Measurement, 64 (2). https://doi.org/10.1177/0013164403258464
    |
  6. Cohen, E. D. (2009). Critical thinking unleashed. Rowman & Littlefield Publishers, Inc.
  7. Evens, M., Verburgh, A. & Elen, J. (2014). The development of critical thinking in professional and academic bachelor programmes. Canadian Center of Science and Education. Higher Education Studies, 4 (2), 42–51. https://doi.org/10.5539/hes.v4n2p42
  8. Ennis, R. (2015). Critical thinking. A streamlined Conception. In M. Davies et al. (eds.), The Palgrave Handbook of Critical Thinking in Higher Education (pp 31-47). New York: Palgrave Macmillan. https://doi.org/10.1057/9781137378057_2
  9. Facione, P. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report). Retrieved March, 24 2020 from https://philpapers.org/archive/FACCTA.pdf
  10. Hutterli, S. (ed.). (2012). Coordination of Language Teaching in Switzerland. Current Status – Developments – Future Prospects. Bern: General Secretariat EDK. Retrieved from http://edudoc.ch/record/106283/files/Stub34E e.pdf.
  11. Kuchay, O. (2016). Theoretical and methodological principles of future primary school teachers training in higher educational institutions of Poland by means of multimedia technologies [Teoretychni i metodycgni zasady pidgotovky maibutnich uchyteliv pochankovych klasiv u vycshyh navchalnych zakladah Polschi zasobamy multymediynych technologii]. Unpublished PhD thesis, The Bohdan Khmelnytsky National University of Cherkasy, Cherkasy, Ukraine.
  12. Manzon, M. (2011). Comparative Education: The Construction of a Field. Dordrecht & Hong Kong: Springer & Comparative Education Research Center, The University of Hong Kong.
  13. Matthews, R. & Lally, J. (2010). The Thinking Teacher’s Toolkit. Critical Thinking, Thinking Skills and Global Perspectives. Continuum International Publishing Group.
  14. Morska, L. (2018). Teaching intercultural communicative competence: theoretical background. Ars linguodidacticae (Mystestvo lingvodydaktyky), 2 (1), 12–18. https://doi.org/10.17721/2663-0303.2018.2.02
  15. Mukan, N. (2011). Professional Development of Secondary School Teachers in Continuing Teaching Education Systems of the United Kingdom, Canada, USA. [Profesiyny rozvytok uchyteliv zagalnoosvitnich schkil Velykoi Brytanii, Kanady, SSCHA]. Unpublished PhD thesis, Lvivska Polytechnika, Lviv, Ukraine.
  16. National Research Council (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st century. Washington, DC: The National Academies Press. https://doi.org/10.17226/13398.
  17. Preparing 21st Century Students for a Global Society: An Educator’s Guide to the “Four Cs” (2016). National Education Association. Retrieved March 24, 2020 from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf
  18. Radchenko, Т. (2014). Multicultural fundamentals of organisation of studies at universities of Switzerland [Multykulturni zasady organizatsii navchannya v universytetach Schveitsarii]. Unpublished PhD thesis, Zhytomyr State Ivan Franko University, Zhytomyr, Ukraine.
  19. Rutherford, A. (2019). The Systems Thinker - Analytical Skills: Level Up Your Decision Making, Problem Solving, and Deduction Skills. Notice the Details Others Miss. (The Systems Thinker Series Book 2).
  20. Samoilov, A. (2014). Development of Secondary School Students Critical Thinking as a Strategic Priority of Modern Education: Goals, Objectives and Outcomes. Journal of Siberian Federal University. Humanities & Social Sciences, 12 (7), 2021 –2033. Retrieved March, 24 2020 from http://journal.sfu-kras.ru/en/number/16564
  21. Simkova, I. & Tuliakova, K. (2020). The implementation of spoken interaction methods as efficient tools to improve 21st century skills in English for specific purposes training in Higher schools of Ukraine. Revista Dilemas Contemporáneos: Educación, Política y Valores, 7(2). Retrieved March, 24 2020 from https://www.dilemascontemporaneoseducacionpoliticayvalores.com
  22. Solodikhina, M. & Solodikhina, A. (2019). Development of critical thinking of master’s degree students using STEM cases. The Education and Science Journal, 21 (3), 125–153. https://doi.org/10.17853/1994-5639-2019-3-125-153
  23. Sysoieva, S. (2008). Development of Comparative professional education in Ukraine: educological context. Educology, 7, 49–58. https://doi.org/10.28925/2226-3012.2018.7.4958
  24. Stone, H. J. S. (1981). The Common and the Diverse: a Profile of Comparative Education. Johannesburg, McGraw-Hill.
  25. Vasyliuk, A. (2011). Trends in the reform of school education in Poland (XX- early XXI) [Tendentsii reformuvannia shkilnoi osvity Polshchi (XX – pochatok XXI st.)]. Unpublished PhD thesis, Ternopil, Ukraine.
  26. Wolhuter, C., Popov, N., Manson, M., & Leutwyler, B. (2008). Comparative Education at Universities World Wide. Sofa, Bulgaria: Bureau for Educational Services.
  27. Wolhuter, C. (2016). Jullien: Founding Father of Comparative and International Education Still Pointing the Way. Education Provision to Every One: Comparing Perspectives from Around the World, BCES Conference Book, 14(1), 19-24. Retrieved March, 24, 2020 from http://bces-conference-books.org/onewebmedia/2016.1.019-024.Charl.Wolhuter.pdf
  28. Zapalska, A., Miсhael, M., McCarty, D., Young-McLear, K. & White, J. (2018). Design of assignments using the 21st century bloom’s revised taxonomy model for development of critical thinking skills. Problems and Perspectives in Management, 16 (2), 291-305. https://doi.org/10.21511/ppm.16(2).2018.27
  29. Zasluzhena, A. (2016). The Concept of English Philologists’ Training at Swiss Universities. Comparative professional pedagogy, 6(2), 88–95. https://doi.org/10.1515/rpp-2016-0024

Downloads

Published

2020-05-14

How to Cite

Baranovska, L., Morska, L., Simkova, I., & Zasluzhena, A. (2020). ENHANCING CRITICAL THINKING SKILLS OF FUTURE LANGUAGE SCHOLARS IN PEDAGOGICAL COURSES. Advanced Education, 7(14), 91–99. https://doi.org/10.20535/2410-8286.202382

Issue

2020: Special Issue 14

Section

ARTICLES

License

Copyright (c) 2020 Liliya Baranovska, Liliya Morska, Iryna Simkova, Alla Zasluzhena

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).