dc.contributor.author | Michelot, Florent | |
dc.contributor.author | Béland, Sébastien | |
dc.contributor.author | Poellhuber, Bruno | |
dc.date.accessioned | 2022-02-07T18:42:34Z | |
dc.date.available | NO_RESTRICTION | fr |
dc.date.available | 2022-02-07T18:42:34Z | |
dc.date.issued | 2022-02-02 | |
dc.identifier.uri | http://hdl.handle.net/1866/26235 | |
dc.publisher | Emerald | fr |
dc.rights | Ce document est mis à disposition selon les termes de la Licence Creative Commons Attribution - Pas d’utilisation commerciale 4.0 International. / This work is licensed under a Creative Commons Attribution - NonCommercial 4.0 International License. | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0/ | |
dc.subject | Critical thinking skills | fr |
dc.subject | Information literacy | fr |
dc.subject | Digital literacy | fr |
dc.subject | Teacher training | fr |
dc.title | A transnational comparative study of preservice teachers’ critical thinking skills and metaliteracy self-efficacy | fr |
dc.type | Article | fr |
dc.contributor.affiliation | Université de Montréal. Faculté des sciences de l'éducation | fr |
dc.identifier.doi | 10.1108/HESWBL-10-2021-0191 | |
dcterms.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.
Methodology. 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. We 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. 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. We establish 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. We propose a model predicting the critical thinking skills based on selfefficacy in critical thinking and metaliteracy, the type of training, and the interaction
between employment and the country of study.
Originality. Considering contemporary information issues and infodemic phenomena,
critical thinking skills should be developed among preservice teachers. There is a
significant positive correlation between metaliteracy self-efficacy 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. | fr |
dcterms.isPartOf | urn:ISSN:2042-3896 | fr |
dcterms.language | eng | fr |
UdeM.ReferenceFournieParDeposant | 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. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/HESWBL-10-2021-0191 | fr |
UdeM.VersionRioxx | Version acceptée / Accepted Manuscript | fr |
oaire.citationTitle | Higher education, skills and work-based learning | fr |