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Construct overlap in cross-national assessment: critical thinking in the teacher education curricula of two countries


Ronderos, Natalia; Foster-Heinzer, Sarah; Flick-Holtsch, Doreen; Shavelson, Richard J; Mariño, Julián P; Solano-Flores, Guillermo; Perfetti, María Camila (2024). Construct overlap in cross-national assessment: critical thinking in the teacher education curricula of two countries. Journal of Curriculum Studies:Epub ahead of print.

Abstract

Primary objective: The significance of critical thinking (CT) has grown worldwide in recent years. In teacher education, for example, educators are expected to impart this skill to students but we lack comprehensive international comparative research on CT in pre-service teachers. To begin to develop such assessments, we comparatively analysed CT in Colombia’s and Switzerland’s teacher education intended curricula.

Research design and methodology: We examined 384 curriculum documents at the national (macro), institutional (meso), and course-specific (micro) levels. The documents included 73 from Colombia and 311 from Switzerland. We also conducted interviews with nine teacher educators, four from Colombia and five from Switzerland.

Results: Our analysis revealed that while both countries provide similar opportunities for student teachers to acquire CT skills, there are differences in the percentage of documents that reflect CT or any of its facets, and few university courses include several CT facets.

Conclusion: Our findings suggest the possibility for international CT assessment with appropriate cultural and contextual adaptations. However, the results also highlight the need for better alignment within training curricula and a more cohesive approach to CT, ensuring that CT is not only mentioned in official macro-level documents but is also comprehensively integrated into the micro level.

Abstract

Primary objective: The significance of critical thinking (CT) has grown worldwide in recent years. In teacher education, for example, educators are expected to impart this skill to students but we lack comprehensive international comparative research on CT in pre-service teachers. To begin to develop such assessments, we comparatively analysed CT in Colombia’s and Switzerland’s teacher education intended curricula.

Research design and methodology: We examined 384 curriculum documents at the national (macro), institutional (meso), and course-specific (micro) levels. The documents included 73 from Colombia and 311 from Switzerland. We also conducted interviews with nine teacher educators, four from Colombia and five from Switzerland.

Results: Our analysis revealed that while both countries provide similar opportunities for student teachers to acquire CT skills, there are differences in the percentage of documents that reflect CT or any of its facets, and few university courses include several CT facets.

Conclusion: Our findings suggest the possibility for international CT assessment with appropriate cultural and contextual adaptations. However, the results also highlight the need for better alignment within training curricula and a more cohesive approach to CT, ensuring that CT is not only mentioned in official macro-level documents but is also comprehensively integrated into the micro level.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Uncontrolled Keywords:Critical thinking, curriculum, construct equivalence, assessment adaptation, teacher education
Language:English
Date:8 February 2024
Deposited On:22 May 2024 10:53
Last Modified:30 Jun 2024 01:41
Publisher:Taylor & Francis
ISSN:0022-0272
Additional Information:"This article is based on the full paper presented at the IFKAD conference: https://www.ifkad.org/attending/publication-plan/."
OA Status:Hybrid
Publisher DOI:https://doi.org/10.1080/00220272.2024.2312392
Project Information:
  • : FunderSpencer Foundation
  • : Grant ID
  • : Project Title
  • Content: Published Version
  • Language: English
  • Licence: Creative Commons: Attribution 4.0 International (CC BY 4.0)