Abstract:

Teacher training in the new era faces numerous challenges. These challenges necessitate an adaptation and innovation of the traditional approach to pre-service training. The goal is to ensure that new professional teachers are well-prepared to meet the evolving needs of education and society. That is why the so-called 21st-century skills are a necessary part of teaching for the new era, with critical thinking standing out as one of the most crucial skills. However, there is a recognized need to work with pre-service teachers to enhance their own critical skills as well as didactic abilities to integrate critical thinking into their lesson plans. Critical thinking integration is not only an emerging trend in education but a necessary response to the changing demands of the educational setting. By integrating 21st-century skills, teacher training would prepare pre-service teachers who are not only experts in their fields but also skilled at encouraging their students' independent, analytical, and reflective thinking.

The research study examines the critical thinking skills exhibited by three distinct groups of Slovak university students in teacher training study programs. The results gained using the Watson Glaser Critical Thinking Appraisal indicate that the students are not proficient critical thinkers, and it would be useful to introduce a compulsory course on critical thinking in the 1st-year bachelor's program since critical thinking extends beyond the boundaries of specific disciplines and is essential for academic success, effective problem-solving, knowledgeable decision-making, and lifelong learning.

Keywords:

Teacher education, teacher training, 21st-century skills, language learning, critical thinking, Watson Glaser test.