A transnational comparative study of preservice teachers’ critical thinking skills and metaliteracy self-efficacy
Higher Education, Skills and Work-Based Learning
ISSN: 2042-3896
Article publication date: 2 February 2022
Issue publication date: 12 October 2022
Abstract
Purpose
While training students to new literacy and critical thinking has been recognized for several decades, it seems even more crucial today as education is presented as a lever to fight against fake news. Preservice teachers, both so-called digital natives at the cutting edge of the social web and tomorrow’s educators, represent a useful object of study. The purpose of this paper is to describe preservice teachers’ critical thinking skills scores notably regarding environmental factors (training type, country of study and employment) and personal determinants (metaliteracy self-efficacy and belief in the likelihood to become a teacher) in three French-speaking nations (Wallonia, France and Quebec).
Design/methodology/approach
Using a quantitative methodology, this article is part of sequential mixed design research aiming to describe the level of preservice teachers’ (n = 245) critical thinking in three French-speaking nations: Wallonia, France and Quebec. This study aimed to see to what extent critical thinking skills (measured with a translated version of the Halpern Critical Thinking Assessment; Halpern, 2016) can notably be influenced by metaliteracy self-efficacy (MASE). Metaliteracy is a concept that aims to join information, digital and media literacy providing a comprehensive framework “for engaging with individuals and ideas in digital environments” (Mackey and Jacobson, 2011, p. 70).
Findings
This study establishes the influence of individual determinants such as the feelings of self-efficacy in metaliteracy as well as the belief in the likelihood of becoming a teacher. This study proposes a model predicting the critical thinking skills based on self-efficacy in critical thinking and metaliteracy, the type of training and the interaction between employment and the country of study.
Originality/value
Considering contemporary information issues and infodemic phenomena, critical thinking skills should be developed among preservice teachers. There is a significant positive correlation between MASE and critical thinking skills. Pre-service teachers’ country of study, as well as their training trajectory, seems to influence their critical thinking skills. Involvement in professional life also appears to promote critical thinking skills.
Keywords
Acknowledgements
Funding: This study received funding from Fonds de recherche du Québec - société et culture (Award No. 752-2019-1344), Social Sciences and Humanities Research Council of Canada (Award, No. 2020-B2Z-267488), Mitacs Canada (Award No. IT11862) and Offices jeunesse internationaux du Québec (LOJIQ) (Award No. Project 46132).
Ethics and Consent to participate: Ethics approval for the study was obtained from the Comité d'éthique de la recherche en éducation et en psychologie, the Université de Montréal research ethics committee on education. Before accessing the test, respondents completed a consent form informing them of the research context and their rights.
Conflicts of interest: The authors have no conflicts of interest to declare.
Availability of data and material: Available on Open Science Framework (Michelot, 2021).
Citation
Michelot, F., Béland, S. and Poellhuber, B. (2022), "A transnational comparative study of preservice teachers’ critical thinking skills and metaliteracy self-efficacy", Higher Education, Skills and Work-Based Learning, Vol. 12 No. 5, pp. 866-883. https://doi.org/10.1108/HESWBL-10-2021-0191
Publisher
:Emerald Publishing Limited
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