A Systematic Review of Research on Critical Thinking Skills of Teachers and Pre-service Teachers

Abstract

The aim of this study is to examine the research on the critical thinking skills of teachers and pre-service teachers using a systematic review methodology. The study includes 26 articles published in Turkey and abroad between 2013 and 2022, as well as 4 master's theses published in Turkey. The research was categorized according to the publication year, type, purpose, method/design, sample level, sample size, data collection tools, data analysis method, and conclusions/recommendations in accordance with the systematic review methodology. The study revealed an increase in research on the critical thinking skills of teachers and pre-service teachers before the pandemic, with a relatively decrease in research during the pandemic. Quantitative designs were largely preferred in the research, with scale-type data collection tools being the most frequently used. The California Critical Thinking Disposition Inventory, developed by Facione, was found to be the most commonly used scale to measure the critical thinking skills of teachers and teacher pre-services. While the objectives of the research were similar, the results differed. In conclusion, there is no consensus in the literature regarding the critical thinking skills of teachers and pre-service teachers. Based on the results of the study, recommendations were made for researchers and teacher training institutions.

Keywords

• critical thinking
• thinking skills
• critical thinking skill
• teacher's critical thinking skill
• systematic review