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vol.33 número2In-service teacher education: asking questions for higher order thinking in visual literacyScale development for pre-service mathematics teachers' perceptions related to their pedagogical content knowledge índice de autoresíndice de assuntospesquisa de artigos
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South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

Resumo

GROSSER, M M (Mary)  e  NEL, Mirna. The relationship between the critical thinking skills and the academic language proficiency of prospective teachers. S. Afr. j. educ. [online]. 2013, vol.33, n.2, pp.1-17. ISSN 2076-3433.

We report on the relationships that exist between the critical thinking skills and the academic language proficiency ofa group of first-year prospective teachers at a South African university (n = 89). The results revealed the nature of the critical thinking skills as well as the academic language proficiency of the students. Significant correlations between academic language proficiency and making inferences, as well as between academic language proficiency and critical thinking as a general competency, were noted. The article concludes with recommendations on how to enhance critical thinking and language proficiency in the teacher-training curriculum.

Palavras-chave : critical thinking ability; critical thinking dispositions; critical thinking skills; improving academic language proficiency; improving critical thinking; language proficiency; outcomes for teacher training; teacher training; teacher training curriculum.

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