Abstract/Summary

The present study examined the association between pre-service teachers’ mindfulness and critical thinking dispositions, as indexed by engagement, cognitive maturity, and innovativeness in critical thinking. A total of 72 Chinese pre-service teachers were recruited from Hong Kong to complete an online questionnaire cross-sectionally. Hierarchical regression analysis indicated that mindfulness was differentially associated with critical thinking dispositions. As important dimensions of mindfulness, mindful presence was positively associated with engagement in critical thinking, whereas mindful acceptance was positively associated with cognitive maturity in the regression models. However, neither mindful presence nor mindful acceptance was related to innovativeness in critical thinking. As a covariate, gender was not related to dimensions of mindfulness and critical thinking dispositions. The present findings inform the literature on the relation between pre-service teachers’ mindfulness and critical thinking dispositions, particularly in the Chinese context. As a major implication, policymakers should be made aware of the importance of strengthening pre-service teachers’ mindfulness, such that they could have a greater disposition to teach critically as they enter the workforce.