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.
Highlights
The training of highly qualified language scholars is widely considered to be the most important issue nowadays
This paper investigates the ways of critical thinking enhancement during the training of future language scholars in the Comparative Pedagogy course
The additional theoretical methods have been used in the study are the terminological analysis to define the key concepts of a comparative pedagogy; the chronological and causal analysis to explore the problem of the formation of a comparative pedagogy as a science and discipline, to highlight the main results of comparative studies made by researchers; the content analysis of the curriculum of future language scholars in Poland and Ukraine to determine the specificities of their training
Summary
The training of highly qualified language scholars is widely considered to be the most important issue nowadays. The course of Comparative Pedagogy is considered as a field where creativity and critical thinking has many applications. Previous works (Kuchay, 2016; Zasluzhena, 2016) has been limited to the comparative analysis of foreign and native experience in higher education. We believe that regarding higher education, the results of effective use of the positive experience of other countries are important, until now, this methodology has only been applied in theoretical disciplines, where cultural, economic, and social differences of foreign countries are compared. This paper investigates the ways of critical thinking enhancement during the training of future language scholars in the Comparative Pedagogy course. Enhancing critical thinking skills of future language scholars in pedagogical courses.
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