| More and more, critical thinking and writing skills are necessary and of prime significance. Stakeholders across the board are concerned that students are deficient in these vital areas. The purpose of this study was to examine how the employment of specific, targeted and explicit critical thinking and writing instruction could enhance the critical thinking and writing preparedness of students in the teacher education program at "Lei University," (a pseudonym). It also identified factors that impact preparedness, examined perceptions and critical thinking and writing skills, dispositions, behaviors and habits. Finally, it raised awareness of the need and importance for this skill set. This study addressed research questions such as (a) How can incorporating targeted critical thinking and critical writing strategies better prepare students in the teacher education program? (b) What constitutes critical or analytical preparedness or readiness? (c) What are the factors that contribute to critical thinking and writing preparedness or lack of it? (d) How do these factors impact critical thinking and writing? (e) How do those in the teacher education program perceive their current education program? (f) How do those in the teacher education program perceive their level of critical thinking and writing preparedness? (g) To what extent can the critical thinking and writing preparedness of those in the teacher education program at Lei University be enhanced? An action research methodology that incorporated both qualitative and quantitative data was implemented. The sample was purposive and included 16 students (pre-service and in-service) in a teacher education program at a 4-year university. The study found that the teacher education program students had improved their critical thinking and writing skills and disposition to think critically, as measured by the exploratory and confirmatory California Critical Thinking Skills Test (CCTST), California Critical Thinking Skills Disposition Inventory (CCTDI), critical writing samples and qualitative interviews. Three conclusions were evinced from this study. First, a targeted plan of instruction is integral in improving critical thinking tendencies and critical thinking and writing skills. Second, critical thinking and writing go hand-in-hand. Last, several factors, such as age, maturity, experience, education, and educational curriculum have an impact on critical thinking and writing skills and dispositions. |
