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dc.contributor.authorMichelot, Florent
dc.contributor.authorBéland, Sébastien
dc.contributor.authorPoellhuber, Bruno
dc.date.accessioned2022-02-07T18:42:34Z
dc.date.availableNO_RESTRICTIONfr
dc.date.available2022-02-07T18:42:34Z
dc.date.issued2022-02-02
dc.identifier.urihttp://hdl.handle.net/1866/26235
dc.publisherEmeraldfr
dc.rightsCe 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.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectCritical thinking skillsfr
dc.subjectInformation literacyfr
dc.subjectDigital literacyfr
dc.subjectTeacher trainingfr
dc.titleA transnational comparative study of preservice teachers’ critical thinking skills and metaliteracy self-efficacyfr
dc.typeArticlefr
dc.contributor.affiliationUniversité de Montréal. Faculté des sciences de l'éducationfr
dc.identifier.doi10.1108/HESWBL-10-2021-0191
dcterms.abstractPurpose. 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.isPartOfurn:ISSN:2042-3896fr
dcterms.languageengfr
UdeM.ReferenceFournieParDeposantMichelot, 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-10-2021-0191fr
UdeM.VersionRioxxVersion acceptée / Accepted Manuscriptfr
oaire.citationTitleHigher education, skills and work-based learningfr


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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.
RightsCe 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.

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