Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers

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  • Source:
    International Journal of Instruction, v12 n1 p573-590 Jan 2019. 18 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1201346
      International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
    • Peer Reviewed:
      Y
    • ISSN:
      1694-609X
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      This study aims to (1) measure pre-service teachers' pedagogical belief in the value of teaching Critical Thinking (CT), their preparedness to teach CT, and their preference toward constructivist teaching approaches to develop students' CT skills; and (2) explore the potential links between these pedagogical beliefs and aspects of teacher education experience. Participants were 223 mathematics preservice teachers from 3 teacher education institutions in East Java, Indonesia. Beliefs about the value of teaching CT and perceived readiness to teach CT were measured using Likert-type scales, while preference towards constructivist instruction was assessed using vignettes depicting teaching dilemmas. Participants believed that some CT skills (thinking independently and logical communication) were important, but CT dispositions were not. About 60% believed they are prepared to teach CT and generally preferred constructivist over traditional instruction. Most aspects of the pre-service education were not associated with pedagogical beliefs about CT disposition, perceived preparedness, or preference for constructivist instruction, while some were only weakly associated with belief about teaching CT skills. These highlight the need for mathematics teacher educators to give more emphasis on the importance of CT, especially its dispositional dimensions, and the role of constructivist instruction in developing CT.
    • Abstract:
      As Provided
    • Number of References:
      49
    • Physical Description:
      18
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      FEB2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1201346
  • Citations
    • ABNT:
      KUSAERI; ADITOMO, A. Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers. International Journal of Instruction, [s. l.], v. 12, n. 1, p. 573–590, 2019. Disponível em: . Acesso em: 19 set. 2019.
    • AMA:
      Kusaeri, Aditomo A. Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers. International Journal of Instruction. 2019;12(1):573-590. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1201346&custid=s8280428. Accessed September 19, 2019.
    • APA:
      Kusaeri, & Aditomo, A. (2019). Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers. International Journal of Instruction, 12(1), 573–590. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1201346&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Kusaeri, and Anindito Aditomo. 2019. “Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers.” International Journal of Instruction 12 (1): 573–90. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1201346&custid=s8280428.
    • Harvard:
      Kusaeri and Aditomo, A. (2019) ‘Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers’, International Journal of Instruction, 12(1), pp. 573–590. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1201346&custid=s8280428 (Accessed: 19 September 2019).
    • Harvard: Australian:
      Kusaeri & Aditomo, A 2019, ‘Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers’, International Journal of Instruction, vol. 12, no. 1, pp. 573–590, viewed 19 September 2019, .
    • MLA:
      Kusaeri, and Anindito Aditomo. “Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers.” International Journal of Instruction, vol. 12, no. 1, Jan. 2019, pp. 573–590. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1201346&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Kusaeri, and Anindito Aditomo. “Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers.” International Journal of Instruction 12, no. 1 (January 1, 2019): 573–90. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1201346&custid=s8280428.
    • Vancouver/ICMJE:
      Kusaeri, Aditomo A. Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers. International Journal of Instruction [Internet]. 2019 Jan 1 [cited 2019 Sep 19];12(1):573–90. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1201346&custid=s8280428