Research of prospective teachers’ critical thinking development

Abstract

The article is devoted to the problem of developing critical thinking of students of pedagogical specialties – future teachers. The importance of developing critical thinking of future teachers is considered, both in terms of developing universal skills and in terms of readiness for future pedagogical activities. Authors provide the data from an empirical study of the level of critical thinking of students of pedagogy, using modern tools such as the Watsen-Glaser test, the adapted critical thinking test of L. Starkey, questionnaires to study the readiness of future teachers to develop critical thinking of schoolchildren. Levels of critical thinking of students were assessed by their development parameters according to the methods of Watsan-Glaser and L. Starkey. A questionnaire to study the readiness of future teachers to develop critical thinking of schoolchildren made it possible to determine the readiness of future teachers to develop critical thinking of schoolchildren in three parameters: awareness of the need to develop critical thinking for professional and pedagogical activities; knowledge of critical thinking theory; knowledge of critical thinking methods and technologies and their use in real pedagogical situations. Results of the study and analysis of critical thinking of students are given. Based on the study of the development of critical thinking of future teachers it was concluded that it is necessary to work purposefully to develop it in two directions: in the process of teaching and learning to develop universal skills and to form professional and pedagogical readiness for the development of critical thinking of schoolchildren in future pedagogical activity.