LIMPACT DES STRATEGIES PEDAGOGIQUES DEPLOYEES PAR LES FORMATEURS UNIVERSITAIRES SUR LE DEVELOPPEMENT DE LA PENSEE CRITIQUE DES ETUDIANTS EN FORMATION INITIALE: CONCEPTIONS DES FUTURS ENSEIGNANTS D EDUCATION PHYSIQUE ET SPORTIVE DE L INSTITUT SUPERIEUR D EDUCATION PHYSIQUE ET SPORTIVE DE BRAZZAVILLE (CONGO)

This qualitative exploratory study aims to understand the evaluative conceptions of prospective physical education teachers regarding the pedagogical strategies implemented by university instructors to foster critical thinking. To this end, 42 students enrolled at the Higher Institute of Physical Education and Sports (ISEPS) in Brazzaville participated through a questionnaire and two focus groups (exploratory and confirmatory). The data were analyzed using Bardins (2013) content analysis method, guided by Romanos (1992) model of thinking skill development strategies. The findings reveal that students identify several strategies as conducive to developing critical thinking: a reflective pace of instruction, a supportive classroom climate, higher-order questioning, elaborative feedback, class discussions, formative assessment, and group presentations. However, the effectiveness of these strategies appears to depend largely on how students perceive and evaluate their educational value. When students evaluative conceptions are open and reflective, they tend to positively engage with pedagogical practices and develop critical thinking skills. Conversely, rigid or transmissive conceptions may hinder such intellectual engagement. This study highlights the importance of considering students evaluative conceptions in initial teacher education programs. It argues that these conceptions should be viewed not only as subjects of analysis but also as levers for pedagogical transformation, enabling the development of critical and professional thinking among future physical education teachers.