The implementation of critical thinking development strategies into technology education: The evidence from Slovakia
This research study examines the issue of the implementation of strategies for developing students’ critical thinking skills in technical subjects at primary and secondary vocational schools, with a focus on cognitive, interpersonal, technical, and communication skills. Multivariate significance tes...
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| Published in | Teaching and teacher education Vol. 109; p. 103555 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
01.01.2022
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| Abstract | This research study examines the issue of the implementation of strategies for developing students’ critical thinking skills in technical subjects at primary and secondary vocational schools, with a focus on cognitive, interpersonal, technical, and communication skills. Multivariate significance tests identified several significant factors — personal and professional teacher characteristics and characteristics of a school (age, gender, length of teaching experience, education degree, work position, establisher, location, and stage of education) — that influence the implementation of developmental strategies. The study focuses on Slovakia, whose education system is typical of post-communist countries, so its results are applicable to other education systems with the same context.
•The study focuses on factors affecting the implementation of the developmental strategies in a post-communist education system.•The study specifically examines the implementation of strategies for the development of critical thinking.•The implementation is influenced by a teacher's personal and professional characteristics.•It also differs depending on the characteristics of a school.•The findings are interesting for teachers, school managers, and educational policy makers. |
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| AbstractList | This research study examines the issue of the implementation of strategies for developing students’ critical thinking skills in technical subjects at primary and secondary vocational schools, with a focus on cognitive, interpersonal, technical, and communication skills. Multivariate significance tests identified several significant factors — personal and professional teacher characteristics and characteristics of a school (age, gender, length of teaching experience, education degree, work position, establisher, location, and stage of education) — that influence the implementation of developmental strategies. The study focuses on Slovakia, whose education system is typical of post-communist countries, so its results are applicable to other education systems with the same context.
•The study focuses on factors affecting the implementation of the developmental strategies in a post-communist education system.•The study specifically examines the implementation of strategies for the development of critical thinking.•The implementation is influenced by a teacher's personal and professional characteristics.•It also differs depending on the characteristics of a school.•The findings are interesting for teachers, school managers, and educational policy makers. |
| ArticleNumber | 103555 |
| Author | Brečka, Peter Lančarič, Drahoslav Valentová, Monika |
| Author_xml | – sequence: 1 givenname: Peter surname: Brečka fullname: Brečka, Peter email: pbrecka@ukf.sk organization: Constantine the Philosopher University in Nitra, Faculty of Education, Dražovská Cesta 4, 949 01, Nitra, Slovak Republic – sequence: 2 givenname: Monika surname: Valentová fullname: Valentová, Monika organization: Constantine the Philosopher University in Nitra, Faculty of Education, Dražovská Cesta 4, 949 01, Nitra, Slovak Republic – sequence: 3 givenname: Drahoslav surname: Lančarič fullname: Lančarič, Drahoslav organization: Slovak University of Agriculture in Nitra, Faculty of Economics and Management, Tr. A. Hlinku 2, 949 76, Nitra, Slovak Republic |
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| Title | The implementation of critical thinking development strategies into technology education: The evidence from Slovakia |
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