Cultivating critical thinkers: Exploring transfer of learning from pre-service teacher training to classroom practice

This study explores the transfer of critical thinking skills and dispositions from pre-service teacher training to classroom practice and student achievement in the cases of two graduates from a course on critical thinking-integrated instruction. Two 7th and two 8th grade classes were randomly assigned as experimental (CT-integrated instruction), or comparison (traditional instruction) groups. Empirical results demonstrated that, in these two cases, the teachers successfully developed CT-integrated instruction for effectively fostering students' CT skills and dispositions, while improving student achievement. Future research should include larger and more representative samples to avoid bias and reliably evaluate CT-based teacher training initiatives.

► Explores transfer of learning from teacher training to classroom practice. ► Two pre-service teachers and 108 junior high school students participated. ► Critical thinking skills and dispositions were successfully transferred to learners. ► Development in critical thinking was associated with improved academic achievement. ► Empirical results should be replicated with a larger unbiased sample.