Ability to think critically as a determinant of the transformation of the education system and education

It seems that in the professional and public debate about the direction of our education is the prevalent notion that the issue of quality is predominantly connected with ensured material and organizational conditions. The process of teaching and learning itself is moving backwards. The improvement of the teaching quality is an integral component of the European education policy and an important part of the wider framework of the quality of schools and the education system in general. The quality of the educational process is mainly in the hands of teachers and is born from their pedagogical knowledge, actions and behavior of their "personality".It is expected from students as future teachers to constantly improve their profession because only they are responsible for bringing more innovation into the education system. The systematic emphasis and the leadership to the critical thinking in the school practice should help students to become aware of the requirements and needs of a contemporary society. Therefore it is necessary to make them realize during their studies that at present, the organization of teaching activities cannot count on the same developmental potencies for all pupils with whom professor works and it is not possible to apply a uniform and universal content and process in any situation of learning to all students equally. It is required to think about the type of delivered content that will be applied to the student teaching curriculum and what are the developmental conditions of a pupil. University character of teaching education assumes that students develop these capabilities through intellectual work that resembles a scientific understanding in the field of pedagogical thinking. The result is the ability of the student to think critically. Unfortunately, the results of analyzes carried out measurements of the international PISA measures (2003 - 2015) and PIIAC (2015) show a significant finding that higher cognitive functions, mainly independent, evaluation and critical thinking is not in our school premises adequately developed. This deficit is brought by secondary school students to the university, too. We believe that if the monitored variable is not being developed by the students in conditions of primary and secondary schools, they will not be able to think critically neither as university students nor as individuals included in social life.