SCENARIOS TO FOSTER CRITICAL THINKING IN PRE- AND IN-SERVICE TEACHER EDUCATION: INSIGHTS FROM AN INTERNATIONAL COLLABORATION

• DOI: 10.37572/EdArt_26032688815

• Palavras-chave: Critical Thinking; Teacher Education; Scenario-based Learning; Assessment; Professional Development.

• Keywords: Critical Thinking; Teacher Education; Scenario-based Learning; Assessment; Professional Development.

• Abstract:

  Critical thinking is a key competency in modern education, essential for teachers in rapidly changing knowledge societies. Teacher education programmes must equip educators not only with pedagogical knowledge but also with reflective, problem-solving, and evidence-based decision-making skills. Despite its recognised importance, integrating and assessing critical thinking remains challenging. This study examines scenario-based learning as a strategy for developing and assessing critical thinking in pre-service and in-service teachers within an international collaborative initiative. Using a qualitative exploratory design, participants engaged with realistic classroom scenarios through written responses, discussions, and reflection. Results show that scenario-based learning promotes deeper engagement, reflective practice, and assessment of higher-order thinking. The study underscores the value of scenario-based approaches for linking theory and practice and offers implications for curriculum design, professional development, and assessment in teacher education.

• Número de páginas: 12