Exploring Critical Thinking Disposition of Prospective Educators: Implications for Pedagogical Augmentation

This research endeavours to explore the critical thinking disposition observed within the cohort of pre-service teachers, subsequently establishing its potential interplay with pertinent demographic variables encompassing academic lineage, high school categorization, and parental employment status. This study delves into the critical thinking disposition of prospective educators within the context of India's National Education Policy (NEP) 2020. This exploration resonates with the NEP's overarching emphasis on fostering multidisciplinary education and innovative pedagogical approaches. By means of investigating the intricate correlations underpinning these dimensions, this study seeks to not only unravel the prevailing level of critical thinking disposition amongst aspiring educators but also to discern any discernible differentials predicated upon the elucidated demographic factors. In doing so, the research aspires to furnish nuanced insights into the putative ramifications of these demographic determinants upon the cognitive proclivities of nascent pedagogues. The research cohort encompasses 170 potential educators drawn from diverse private and public universities, employing a stratified random sampling approach for selection. Data acquisition was carried out through the application of the Florida Critical Disposition Scale (UF/EMI), encompassing three fundamental constructs: Engagement, Innovativeness, and Cognitive Maturity. In adherence to the tenets of quantitative inquiry, the survey methodology was deployed to amass the requisite data. Subsequently, a blend of descriptive statistics, t-test, ANOVA, and point-biserial correlation analysis was enlisted to meticulously scrutinize and interpret the acquired dataset. The study's findings hold potential to enhance teacher education quality, aligning with NEP 2020's focus on professional development and curriculum enrichment, fostering educators adept in cultivating critical thinking skills for dynamic learning environment.