In recent years, critical thinking has become a central focus of education, especially in North America. Within this focus, there has been a major debate regarding the generalisability of specificity of critical thinking. The main issue in this connection appears to have been whether critical thinking needs to be closely linked with traditional disciplines. If critical thinking is really as vital as its proponents maintain, then it will also be important in applied fields such as teacher education. It is our intention in this paper to explore the implications, for teacher education, of taking critical thinking seriously.
Hager, P., & Kaye, M. (1992). Critical Thinking in Teacher Education: A Process-Oriented Research Agenda. Australian Journal of Teacher Education, 17(2). https://doi.org/10.14221/ajte.1992v17n2.4