Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education

Кабышева Марина Ивановна

doi:10.3389/feduc.2025.1554713

Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education

Автор(ы)

Кабышева Марина Ивановна

Дата публикации

13 июня 2025 г.

Тип

journal article

Издатель

Frontiers Media

Журнал

Frontiers in Education

Том

10

DOI

10.3389/feduc.2025.1554713

ISSN

2504-284X

Аннотация

The integration of critical thinking into initial teacher education programs is crucial to achieving the United Nations' Sustainable Development Goals, particularly SDG 4, as teachers play a pivotal role in fostering this essential competency. This study employs computer algorithms to analyze how Kazakhstani educational program developers incorporate critical thinking into learning outcomes. The data sources include Russian-language versions of all active bachelor's degree teacher education programs in Kazakhstan. A first-in-kind mapping was constructed linking Russian verbs to Bloom's Taxonomy cognitive skill levels for this analysis. The methodological approach utilizing automated verb frequency analysis offers a practical tool not only for initial evaluation but also for ongoing, repeatable assessments of curricula. The findings indicate that while direct mentions of “critical thinking” are present, and some higher-order thinking skill verbs are utilized, critical thinking remains modestly integrated into learning outcomes.

Темы

critical thinking

initial teacher educa...

learning outcomes

curriculum evaluation...

Bloom's taxonomy

higher-order thinking...

Kazakhstan

Sustainable Developme...

Области науки (FoS)

Social Sciences

Education

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Название

W4411292701.pdf

Описание

Полный текст в открытом доступе, лицензия cc-by; источник: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1554713/pdf

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1,3 MB

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