Ab Kadir, Akshir (2015) Developing critical thinkers in the 21st century: gaps in teacher education? In: Islam, K M Baharul, and Iftekhar, Syed Nitas, (eds.) International Perspectives on Comparative Education Policy. Bloomsbury, New Delhi, India, pp. 330-342.

PDF (Author Accepted Version) - Accepted Version Restricted to Repository staff only

Abstract

Critical thinking or higher order thinking has been recognised as a key skill needed in school leavers in many global educational reforms in the 21st century. While policy makers seem to have put in place initiatives and policies to drive schools to teach critical thinking, this chapter argues that such initiatives require a systemic and systematic approach in which teacher knowledge is key in ensuring the successful development of students’ critical thinking. Findings from a study on one of the world’s leading educational systems initiatives in developing critical thinking indicates that teacher knowledge needed to teach critical thinking effectively is an aspect that seems to have received little attention in terms of teacher learning and preparation. One of the key factors that can be attributed to the gaps in knowledge in this area among teachers is the conspicuous lack of teacher preparation at pre-service education and the lack of effective professional development among in service teachers.

Item ID:	69569
Item Type:	Book Chapter (Research - B1)
ISBN:	978-93-84898-82-3
Keywords:	critical thinking; teacher education; teacher knowledge
Copyright Information:	© Bloomsbury
Date Deposited:	07 Feb 2022 01:47
FoR Codes:	39 EDUCATION > 3902 Education policy, sociology and philosophy > 390299 Education policy, sociology and philosophy not elsewhere classified @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1699 Other education and training > 169999 Other education and training not elsewhere classified @ 100%
Downloads:	Total: 1
	More Statistics