Authors : N.Y.S. Ijaiya, A.T. Alabi and Y.A. Fasasi
Abstract: This study advocates for conscious introduction of the teaching of critical thinking skills in to teacher education in Africa as part of the solutions and reforms to making education work for sustainable development in the continent. It noted that the various education reforms may not succeed and development may remain elusive while Africa will not able to contribute to the current rapid development in science and technology if teachers remain poorly skilled. An analysis of past questions of undergraduate and postgraduate teacher education programmes of a Faculty of Education revealed too much emphasis on the lower level cognitive skills, recall and understanding (88.0 and 82.2%, respectively) to the detriment of higher order skills, analysis, synthesis and evaluation (12.0 and 17.8%, respectively). This may be responsible for student massive failures and unemployment of higher education graduates. The need for teaching critical thinking skills to would be teachers and its characteristics were discussed in the study. Some strategies that could be adapted for teaching critical thinking skills at higher education level and the likely challenges that could be encountered were also raised. It was recommended that critical thinking should be purposely included in all teacher education programmes in Africa as part of General Studies course and in all teaching subjects and methodology courses. For effectiveness, a long-term, institution wide approach should be adopted and workshops should be arranged to train lecturers.
N.Y.S. Ijaiya, A.T. Alabi and Y.A. Fasasi, 2010. Teacher Education in Africa and Critical Thinking Skills: Needs and Strategies. The Social Sciences, 5: 380-385.