Abstract
Critical thinking is an important life skill that needs to be nurtured in young minds during the primary education years. This study explored pre-service teachers’ perception of barriers to their efforts in promoting critical thinking skills in classrooms, and further explored possible solutions to overcome these perceived barriers. The study used an exploratory mixed-method research design. Data were collected through an online survey and subsequently a focus group discussion to explore further the results of the quantitative data. Twenty-two pre-service teachers responded to the online survey, and subsequently seven pre-service teachers were selected for the focus group discussion. Issues related to teacher preparedness to assess pupils’ critical thinking skills, inadequate background knowledge on critical thinking, and lack of appropriate resources emerged as barriers to promoting the development of critical thinking skills in classrooms. The study suggests changes in teaching methods courses offered in teacher preparatory programs and changing perceptions toward critical thinking skills as possible measures to promote the development of critical thinking skills in the classroom.
Highlights
“Critical thinking is a survival skill that you need to make your way through life” (Johanson, 2010, as cited in Allamnakhrah, 2013, p. 1)
The study attempts to answer the following questions: How do pre-service teachers understand the concept of critical thinking? What do pre-service teachers perceive as barriers in promoting the development of critical thinking skills? What are the possible solutions to the perceived barriers to promoting critical thinking skills in primary schools?
Several barriers that hinder the implementation of critical thinking in Bahraini schools were identified
Summary
“Critical thinking is a survival skill that you need to make your way through life” (Johanson, 2010, as cited in Allamnakhrah, 2013, p. 1). A report conducted by UNESCO-IBE (2011) supports the observation made by the pre-service teachers and their supervisors, that majority of Bahraini students’ critical thinking skills are the level of “satisfactory or inadequate” Understanding the barriers that hinder the promotion of critical thinking skills in Bahraini schools is essential for future educators. This study sought to identify pre-service teachers’ understanding of critical thinking and the barriers to its promotion within Bahraini schools. The study attempts to answer the following questions: How do pre-service teachers understand the concept of critical thinking? What do pre-service teachers perceive as barriers in promoting the development of critical thinking skills? What are the possible solutions to the perceived barriers to promoting critical thinking skills in primary schools?.
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