Abstract:

It is expected from students, as future teachers of primary education, to bring innovations into the educational system. The university character of teaching education assumes that students develop their capabilities through the intellectual work, that resembles a scientific understanding in the field of pedagogical thinking.

The fact is that the development and genuine transformation of professional thinking and student’s acting is not possible without a substantial share of practice and its reflection. It places undergraduate studies of teaching in a new context and gives it a totally different dimension. The continuous teaching practice creates for students conditions for acquiring professional experience and opportunities to professionally reflect their teaching activity and to upgrade educational views. Unless a student develops the practice of critical reflection, he/she stays trapped in unexamined judgements, interpretations, assumptions and expectations. Becoming a good and effective thinker requires an insight into our own minds, understanding our strengths and weaknesses.

Critical thinking is crucial for self-reflection. This is the intellectually disciplined process of active evaluation of information gathered by observation and experience. The results of international measurements (PISA 2003 - 2015 and PIIAC 2015) point to a serious finding, that the higher cognitive functions, mainly independent, evaluative and critical thinking are not adequately developed in school conditions. This deficit is also brought on universities by secondary school students.

The purpose of this study was to identify, analyze and compare the level of critical thinking. This descriptive-analytical study was conducted on students of the 1st year of Master's study in the field of Primary School Education in Slovakia (50) and Poland (50). Data were collected by a valid and reliable tests of critical thinking. Watson-Glaser Critical Thinking Assessment Test and Psychotest of Critical Thinking - TOC for Education, Inc. TOCfE has been developing and specifying for over 30 years. The tests are used in a variety of areas, it belongs among the validated methodologies and has played a significant role in many researches. The content of the tests is based on a cognitive and philosophical approach to critical thinking and considers it a multidimensional construct.

The outcome of the study is the proposal of standards aimed at self-reflection of students on a continuous pedagogical practice. Standards define what high quality teaching looks like and encourage students to improve their practice continually.

Keywords:

Critical thinking, reflective practice, Watson-Glaser Critical Thinking Assessment Test, Psychotest of Critical Thinking - TOC for Education, Inc, TOCfE.