Teacher Thinking Research Articles

Psychological Fundamentals of Formation of Creative Thinking of Future Teachers

Objectives: The primary objectives of this article revolve around exploring the psychological fundamentals that contribute to the development of creative thinking in future teachers. The focus is on nurturing creativity, fostering flexible thinking, enhancing emotional intelligence, boosting self-esteem, and promoting critical thinking. Additionally, the article aims to highlight the importance of sharing experiences as a key element in the overall process.
 
 Methods: To achieve the stated objectives, the article emphasizes the continual development of skills and knowledge among prospective teachers. It delves into the strategies and methods required for aspiring educators to become not only successful but also inspirational figures in the classroom. Special attention is given to shaping creative thinking in students, and the methods discussed include cultivating curiosity, fostering a research-oriented approach to teaching, and encouraging the asking of questions to stimulate independent and critical thinking.
 
 Results: The anticipated results of implementing the psychological foundations outlined in this article are expected to manifest in the form of future teachers who possess well-developed creativity, flexible thinking, emotional intelligence, and critical thinking skills. These educators should be equipped to inspire and shape creative thinking in their students, creating a positive and intellectually stimulating learning environment.
 
 Conclusion: In conclusion, the article underscores the significance of psychological foundations in shaping the creative thinking of future teachers. By fostering key attributes such as curiosity, a research-oriented mindset, and the ability to ask questions, prospective educators can develop the skills necessary to instill independent and critical thinking in both themselves and their students. The continual pursuit of knowledge and the incorporation of these psychological principles are crucial for the success of aspiring teachers in their mission to inspire and mold creative minds.

TEACHER QUESTIONING ON STUDENTS’ CRITICAL THINKING ABILITY IN HIGH SCHOOL ENGLISH READING

Critical thinking is an important part of thinking ability. Teachers’ questions in English reading classrooms affect the quality of reading teaching and play a key role in cultivating and developing students’ critical thinking. There is a certain positive impact on students' critical thinking. However, in the current high school English reading teaching in China, most teachers lack attention to the cognitive level of questioning, and the number of questions with high cognitive level is relatively small. Teachers lack the awareness of using classroom questions to stimulate students' thinking, which is not conducive to cultivating and developing students' critical thinking. (1) How does teacher questioning affect students' critical thinking tendency in high school English reading teaching? (2) How does teacher questioning affect students' critical thinking skills in high school English reading teaching? (3) What is the impact of teachers' questions on students' English reading performance in high school English reading teaching? In response to these problems, this study classifies and designs teacher questions based on Bloom's cognitive target classification, and applies teacher questions to English reading teaching based on constructivism theory and zone of proximal development theory. Using empirical research methods to explore the impact of teacher questioning on students' critical thinking and the effectiveness of cultivating students' critical thinking in high school English reading teaching, with a view to the design of questions in front-line English teachers' reading teaching and the cultivation of students' critical thinking for reference.

Exploring geography teachers’ perceptions towards spatial thinking in Vietnam

If geography teachers appreciate the important role of spatial thinking in their disciplines, they can proactively explore educational interventions to improve the spatial thinking of their students. Our understanding of geography teachers’ perceptions around spatial thinking is still in its infancy. Until now almost all studies investigating spatial thinking in teachers have focused on pre-service teachers. Therefore, this study attempts to expand our understanding by exploring the perceptions of in-service geography teachers towards spatial thinking, spatial thinking instruction, and the factors that impact enactment of spatial thinking instruction. To achieve this goal, we conducted interviews with 15 geography teachers in Vietnam. The results show that teachers’ understandings reflect three components of spatial thinking (concepts of space, tools of representation, and reasoning). However, their responses also reflect ambiguous and unclear understandings about spatial thinking. These findings can inform professional development for teachers in Vietnam.

A Model for Developing Critical Thinking Skills in Teaching History: Lessons from Zimbabwe

Developing critical thinking skills in students has proved to be elusive for Zimbabwean history teachers. Using critical theory and its strands of critical pedagogy and constructivism, this qualitative case study engrained in the interpretive paradigm investigates whether the current practices by history teachers enhance the development of critical thinking skills and then discusses how classroom practitioners can develop critical thinking in teaching. A multiple case study design was adopted to generate data using document analysis, interviews and lessons observations. The sample, chosen for detailed study through purposive sampling, included three history teachers from three secondary schools in the Gweru Urban District in the Midlands province of Zimbabwe. Evidence from the study reveals that history teachers continue to use teacher-centred methods of teaching, textbooks as the only resource, poor questioning techniques, and traditional assessment procedures that do not promote the development of critical thinking skills. It is recommended that history teaching must focus on the development of critical thinking skills rather than on the mastery of content for sustainable development to happen as dictated by the demands of the 21st century. To support that, the study proposes a transformative-interactive model to enhance the development of critical thinking skills. The research concludes that critical thinking skills do not happen arbitrarily but are developed. This study extends scholarship on history teaching by challenging and encouraging teachers to reflect on their role in the teaching of history to transform them into the designers of, and researchers of, curriculum methodology.

Design Thinking for English Teachers: The Unique Value of Improving Teaching Practice

English teachers usually decide on the direction and methods of teaching improvement based on their usual thinking. The current interdisciplinary-themed teaching has become a new requirement for implementing core competencies in English curriculum teaching, posing more significant challenges to teachers. Design thinking for educators can provide ideas for solving this problem. By using design thinking, teachers can choose specific challenging problems to improve teaching. Through a series of processes, they collect issues and ideas, identify the best methods to solve problems, and through prototype testing and improvement, create feasible solutions for teaching to overcome the most challenging issues at present. Through in-depth interviews with teachers and students, research has found that design thinking can play a role as a methodology in primary school English teaching, helping teachers design appropriate interdisciplinary English learning activities stimulating students' interest in English learning, creating new ideas for teaching improvement.

Formation of Critical Thinking of Future Teachers While Designing Quest Rooms for Didactic Purposes

Formation of Critical Thinking of Future Teachers While Designing Quest Rooms for Didactic Purposes

The Effectiveness of CoRT Program for Teaching Thinking in Developing the Intellectual and Imaginative Side in Creative Writing among Pupils of the Second Cycle of Basic Education Stage.

The Effectiveness of CoRT Program for Teaching Thinking in Developing the Intellectual and Imaginative Side in Creative Writing among Pupils of the Second Cycle of Basic Education Stage.

Research on the Cultivation of Creative Thinking in Middle School Physics Teaching

The cultivation of creative thinking is of great significance in middle school education. Based on the history of pedagogy, this paper reviews the research process of students’ creative thinking at home and abroad, integrates their existing definitions, and analyzes the significance of cultivation. Based on the former research on physics teaching methods in middle school, this paper summarizes the methods of cultivating creative thinking in middle school physics teaching, the obstacles it faces, and the solutions to the challenges. Also, it provides references for developing creative thinking in middle school physics teaching in the future.

Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings

The integration of 21st-century skills (e.g., critical thinking, communication, collaboration, and metacognition) in teaching is essential for the quality of education and to prepare students for the challenges of 21st-century skills. One teaching method that can improve these skills among students is project-based learning (PBL). However, teachers themselves should be proficient in these skills to achieve this goal. The present study focuses on three skills: metacognition, creativity, and critical thinking, which are considered cognition-related 21st-century skills; integrating them in PBL settings may improve teaching and learning performances. This study aims to examine whether and in what way there are relationships between components of metacognition, creativity, and critical thinking in self-reported teaching performance (SRTP) in PBL settings. To examine the research questions, we analyzed 29 journals in which teachers described a project they had planned, which was carried out by students using a mixed-method design model. All participants were home-room teachers who teach various subjects. Their years of experience ranged from one to thirty-two years. We used an SRTP index we developed for this study. The index measures meta-cognition, creativity, and critical thinking of teaching in PBL settings. The results show significant associations between metacognition, creativity, and critical thinking and revealed that these correlations are reflected the most in projects engaging in environmental issues. These results emphasize the importance of metacognition, creativity, and critical thinking combinations in PBL settings and underpin the connection between 21st-century skills and environmental education.

예비유아교사의 4C 역량에 대한 중요도와 실행도의 분석

The purpose of this study is to analyze the importance and implementation level of the 4C competencies of prospective early childhood teachers. The subjects of the study were 171 prospective early childhood teachers attending a 4-year university located in G Metropolitan City. The research tool used was a modified and supplemented questionnaire developed by Park Soo-jeong et al. (2020). Data analysis was performed using paired samples t-test and IPA. The research results are as follows. First, prospective early childhood teachers’ awareness of the importance of the 4C competencies was higher than their level of implementation. Second, the competencies that must be maintained continuously are communication and collaboration, and the competencies that require recognition and improvement are creativity and critical thinking. Through this, teacher training institutions will need to develop and apply a variety of competency-based curricula that can enhance the importance and implementation of creativity and critical thinking of prospective early childhood teachers.

ФОРМИРОВАНИЕ КРЕАТИВНОГО МЫШЛЕНИЯ НА УРОКАХ МУЗЫКИ

At present, when teaching at various educational levels, a lot of attention is paid to the need for the formation of creative thinking in teaching. Creative thinking is necessary for a modern person in order to be successful in professional activities, especially for those professions that are associated with creativity. Over the past 25 years, music educators have witnessed an increased focus on student-centered approaches to teaching and learning, in which musical growth occurs through creative experiences. Our profession as music educators' interest in constructivist ideas about how learning happens is displacing the teacher as the sole bearer of official knowledge and increasing student control over musical decision making in the classroom. In connection with the foregoing, the author of this article made an attempt to scientific analysis and critical understanding of the problem of the formation of creative thinking in music lessons in a modern school.

Assessing the Computational Thinking of Pre-Service Teachers: A Gender and Robotics Programming Experience Analysis

Computational thinking has provided a new logical approach to teaching programming. However, certain variables, such as gender and previous experience in robotic programming, may influence its development. The present study was aimed to (1) characterise 164 infant and primary education pre-service teachers in terms of their level of computational thinking, (2) analyse whether there are statistically significant differences according to gender and previous experience in robotics programming, and (3) identify profiles that would allow us to analyse the differences between them and the dimensions of computational thinking. For this purpose, the Computational Thinking Test (CTT) was used. The results of the t-tests revealed that men obtained better results than women and that previous experience in robotics programming is a determining factor in the level of development of the CTT. Furthermore, by means of a two-stage cluster analysis, three profiles were identified among the prospective teachers. The statistical analysis revealed that women who had previous experience and had used programming languages at some point had the best results in the CTT. These findings underline the importance of integrating computational thinking into the training of prospective teachers and adapting teaching strategies according to the specific needs of each group of students.

Bloom's taxonomy and critical thinking in teacher education

The article analyzes and compares Bloom's traditional and revised taxonomy, focusing on the cognitive domain and, in particular, on knowledge. A two–dimensional model of Bloom's revised taxonomy is proposed for consideration, since an interesting situation has developed in Kazakhstan education now - the hierarchy of cognitive skills is used from the classical taxonomy, while the concept of active verbs is already used from the revised one. We believe that it is necessary in this case to fully use the revised concept, and the article provides an example of a matrix for formulating educational goals. Particular attention is paid to the cognitive skill of application, which some classify as the lowest level of thinking, while others consider it the highest. The article suggests that this skill is transitional, echoing both levels. In addition, the article explores the relationship between critical thinking and Bloom's taxonomy in the context of teacher training. It is considered how the use of Bloom's taxonomy can contribute to the development of critical thinking in future teachers, and what advantages this may have in educational practice. The article provides a better understanding of the evolution of the taxonomy and descriptions of cognitive skills and abilities presented in Bloom's taxonomy, their role in the formation of competent teachers with the ability to think critically and effectively apply knowledge in the learning environment.

Exploration of the innovative development path of university civic education based on data mining algorithm

Abstract Addressing the issues of a single form, insufficient targeting, a lack of synergy, and the inability to create a customized collaborative education process in the current college Civic Education curriculum setting, This paper develops a recommendation system for a college Civic Education curriculum based on enhanced collaborative filtering technology. It adopts an enhanced algorithm of cooperative filtering based on the combination, and by having to introduce a gradual forgetting curve relying on the time-sensitive change of user interest, it more effectively resolves. The standard algorithm is outdated, inefficient, and not very adaptable. A similar classification method for college Civics courses is then constructed after data mining is performed to filter out the data noise present in the data set. Via empirical validation, it is discovered that the optimization method obtains an average accuracy of 78.83% when the amount of cycles is 40. When the number of cycles is 40, the recall rate of the optimized algorithm is the highest, and the recall rate is 78%. In terms of recommendation popularity comparison, the optimization algorithm popularity starts to be higher than the traditional algorithm when the number of cycles exceeds 80. Therefore, the system has excellent practicality and resilience, and it operates steadily, which is of positive significance for creating an atmosphere of collaborative and win-win university thinking and political education for teachers and students with various forms and individual innovation.

METHODOLOGY FOR DEVELOPING SANOGENIC THINKING IN FUTURE TEACHERS

This article delves into an innovative and comprehensive methodology designed to foster sanogenic thinking in future teachers, recognizing the pivotal role of mental and emotional well-being in the teaching profession. Grounded in positive psychology, emotional intelligence, and mindfulness practices, the methodology outlined here offers practical strategies to enhance self-awareness, resilience, and empathy among aspiring educators.

Integrating curriculum ideology and politics into physical education on students’ bipolar depression

BackgroundBipolar depression is an important part of college students’ mental health problems. As an important part of the school curriculum system, the improvement of its teaching methods and contents has an important impact on students’ mental health. From the perspective of educational psychology, the integration of curriculum ideology and politics with college physical education is expected to play an important role in the relief of bipolar depression.Subjects and Methods The experiment selected 50 college students in a physical education course as the research object, half of them as the experimental group, received the physical education course treatment under the mode of educational psychology for half a year, and the other half as the control group, received the physical education course treatment with the ideological and political integration of educational psychology course for half a year. After the course, the Stanford Acute Stress Response Questionnaire (SASRQ) was used for feedback. The higher the score, the more serious the bipolar depression was.ResultsThe students in the experimental group had a more positive attitude, and their physical exercise was also strengthened, with a low feedback score of about 8. In the control group, the remission effect of bipolar depression was not obvious, the learning enthusiasm was not high, and the feedback score was 15 points.ConclusionsThe integration of educational psychology curriculum thinking and politics in college physical education teaching has a positive effect on the alleviation of students’ depression and also provides an important reference for the improvement of college physical education teaching.AcknowledgementThe research is supported by: 2023 Zhongshan Vocational and Technical College Scientific Research Project, Design and Development of a Physical Health Management System for College Students (No. KYB2319).

ФОРМУВАННЯ КРИТИЧНОГО МИСЛЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ В УМОВАХ НЕВИЗНАЧЕНОСТІ

Among the program outcomes of higher education applicants of the first (bachelor) level of specialty 013 Primary education at the Faculty of Psychological and Pedagogical Education and Arts of Berdіansk State Pedagogical University, the ability to critically assess the credibility and reliability of information sources, to comply with legal and ethical requirements regarding the use of information, communication and digital technologies in the course of pedagogical activity in primary school. During the study of the educational component «Fundamentals of academic writing», the following general competence was formed in the students of higher education: Ability to use modern means of information and digital technologies, search and critical analysis of open information sources in the national language, responsible use of them for solving professional tasks and self-development. At the second stage, in our opinion, it was appropriate to study the educational component «Fundamentals of culture and speech technique of the primary school teacher», which aimed to improve the skills of writing academic texts in students of higher education, to form the ability to compose their own statements in different speech styles, to select appropriate situation type of speech; it is advisable to use general language vocabulary, terms, professional vocabulary depending on the communicative task; to observe the basic rules of ethics in communication. At the third stage of the formation of critical thinking of future primary school teachers, which coincided with the passing of industrial practice and the study of selective educational components, the main attention was focused on the ability to analyze any problem, generalize approaches to its solution, make balanced decisions, reflect and on the basis of this, build your own trajectory of professional and personal improvement. Taking into account the peculiarities of the organization of the educational process of training future primary school teachers using distance learning technologies, it was considered necessary to form the critical thinking of the applicants. For this purpose, it was suggested in classes and for independent work to perform practice-oriented tasks, the solution of which requires higher-level thinking; introduction of project technologies; making one's own judgments thanks to the application of certain methods of thinking. A positive impact in conditions of uncertainty is the constant evaluation of results with the use of «students – teacher» feedback during direct communication in classes and on the MOODLE electronic platform, involvement in scientific research. The creation of such an educational environment contributes to the formation in future primary school teachers of the ability to cooperate as the most important condition for critical thinking, to operate with evidence and formulate conclusions, to find and interpret original documents and sources of information, to analyze, argue, and justify conclusions. Keywords: professional training of future primary school teachers, formation of critical thinking of future primary school teachers, educational process in higher education institutions using remote technologies, practice-oriented tasks.

Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design

In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers.

Enabling critical thinking development in higher education through the use of a structured planning tool

ABSTRACT Critical thinking is a core component of higher education teaching and learning across multiple disciplines. However, supporting students to develop critical thinking skills can be challenging due to their prior experiences of education which may have emphasised rote learning and due to the high volume of approaches available to choose from as a teacher. This paper explores a self-study action research project which took place within initial teacher education and focused on exploring approaches to critical thinking development. Data collection took place with students and included interviews, surveys and collection of class work. Additionally, critical reflections and conversations with critical friends informed the research process. Through the analysis of data which emerged from action research cycles, and in line with best practice outlined in literature, a planning tool was developed to support critical thinking instruction. The planning tool includes pre-conditions for learning necessary to ensure due attention is given to the impact of the learning environment, four lesson elements which support student critical thinking development, and an awareness of the multiple outcomes of critical thinking engagement in education.

CREATIVE PEDAGOGICAL THINKING OF FUTURE MUSIC TEACHER: WAYS OF FORMATION

The article deals with the problem of forming the creative pedagogical thinking of a future music teacher in the process of vocal and choral training in the aspect of intensifying the intellectual and creative development of students. The author notes the need to increase the level of creativity of future teachers in order to effectively solve problematic situations of professional pedagogical activity from the stand point of situational and supra-situational problematic. The substantiation of the practical formation of creative pedagogical thinking of students of art faculties is based on the pedagogical stimulation of the thinking functions of setting and solving musical and pedagogical tasks and reflection. The ways of forming the creative pedagogical thinking of future teachers of music are presented in the context of targeted modelling of problem situations of vocal and choral teaching, involvement of theoretical methods in the methodological toolkit, as well as development and implementation of targeted trainings on the creativity of pedagogical thinking.Keywords: creative pedagogical thinking, future music teacher, functions of thinking, problems ituation, setting and solving musical and pedagogical tasks, psychological and pedagogical training.