Journal of Education and Psychology

Abstract

The major purposes of this study were to find out the “best-fit” model for teacher-training in critical-thinking instruction and, accordingly, suggest and effective training model for critical-thinking instruction. Seventy-five preservice teachers participated in this study. The employed instruments were a computer-simulation program and two Likert-type questionnaires. The applied analyses included descriptive analysis, Hotelling’s T², and Structural Equations Modeling (SEM).

The major findings revealed that (a) an effective program for teacher training in critical-thinking instruction involves at least four factors: training-involvement level, professional knowledge, personal teaching efficacy, and teaching behavior related to critical-thinking; (b) the preservice teachers’ “training-involvement level” directly influenced their improvement in professional knowledge and teaching behavior, but indirectly enhanced their personal teaching efficacy for critical thinking; (c) the preservice teachers’ change in personal teaching efficacy was a mediator of their change in professional knowledge and teaching behavior during critical-thinking instruction.

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