Orakcı Şenol, Khalili Tahmineh
Department of Curriculum and Instruction, Aksaray University, Aksaray, Turkey.
Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran.
Cogn Process. 2025 Feb;26(1):59-73. doi: 10.1007/s10339-024-01227-8. Epub 2024 Aug 31.
Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers' critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.
批判性思维作为21世纪成功的关键技能之一，已被教师教育领域的许多学者所关注。本研究试图探讨批判性思维倾向与成功教师的另外两个关键特征：认知灵活性和自我效能之间的相互作用。为此，本研究选取了一组职前外语（EFL）教师作为样本。根据研究结果，观察到认知灵活性与批判性思维倾向之间存在积极且强烈的关系，自我效能与批判性思维倾向之间存在积极且显著的相关性。因此，可以建议教师教育工作者利用这一联系为在职和职前教师设计具有针对性任务的教师培训课程。研究结果的主要贡献可能有助于使全球的教师培训课程与21世纪的趋势保持一致。此外，这一研究方向可以通过实证研究来跟进，以检验针对性任务在激发教师教学活动中的批判性思维倾向、认知灵活性和自我效能方面的有效性。
