Critical Thinking as a Premise for the Professional Development of Teachers

This article examines the essence of critical thinking as a premise for the professional development of teachers. In perspective, the development of critical thinking to the level of competence must become a priority in vocational training. The competence to think critically appears as a key competence in some educational systems, creating, together with others, coherent series. Thus, we promote the need to train teachers’ critical thinking, as a pedagogical competence, along with the roles, responsibilities and functions required for the teacher to establish a certain position in the training process. The competence of the teaching staff to think critically has a complex sphere, because it involves both the results of the activity, the knowledge and ability to perform the activity, as well as the attitude towards the activity, as an expression of some personal traits and values.