Working from theory: developing the bases of teachers’ critical thinking pedagogies through action research

Hegazy, Hind; Ellerton, Peter; Campos-Remon, Hannah; Zaphir, Luke; Mazzola, Claudio; Brown, Deborah J.

doi:10.1080/09650792.2021.1877757

Cited by 8 publications

(5 citation statements)

References 5 publications

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“…The most difficult hurdle for teachers working with critical thinking pedagogies is the translation of theory into practice (Hegazy et al, 2021). This study provides a window into the deliberate translation of theory into practice, evidenced by the intentional incorporation of student questioning in classroom activities.…”

Section: Shifting Focus Onto Student Thinking (Imperative 1)mentioning

confidence: 98%

Teaching critical thinking and why it matters: A transdisciplinary pedagogy for teaching critical thinking

Ellerton¹,

Kuss²,

Vaughan³

et al. 2022

Preprint

Self Cite

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Critical thinking is an educational priority, a foundational 21st century skill and essential to building cultures of innovation and responsible citizenship. While critical thinking is often incorporated into curricula—for example, as “general capabilities” (Australia), “common core” (USA) or “core competencies” (Canada)—little guidance is provided to regular classroom teachers about how to teach critical thinking or how to embed it in classroom practice. This paper outlines the theoretical and practical approach to teaching critical thinking developed by the University of Queensland Critical Thinking Project (UQCTP), a professional learning program that has for the past decade assisted thousands of teachers across hundreds of schools, nationally and internationally, in developing pedagogical expertise in ‘teaching for thinking’. In this paper research findings from one Australian secondary school’s ‘whole-of-school’ commitment to pedagogical transformation are presented as proof of concept that the UQCTP’s pedagogy assists teachers in developing praxis for embedding the teaching of critical thinking across disciplines and year levels.

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Section: Shifting Focus Onto Student Thinking (Imperative 1)mentioning

confidence: 98%

Teaching critical thinking and why it matters: A transdisciplinary pedagogy for teaching critical thinking

Ellerton¹,

Kuss²,

Vaughan³

et al. 2022

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…asking questions with more than just a yes or no response. This can encourage further conversation, help the students understand the subject more clearly, and help them investigate the subject more thoroughly (Hegazy et al, 2023).…”

Section: Practicing Speaking To Enhance Critical Thinkingmentioning

confidence: 99%

“…After a question and answer session, the students need to try to reflect on what they have learned and how they can apply it to their own studies or work. They can also review the feedback or comments that they received from others and identify any areas of improvement for their critical thinking skills (Hegazy et al, 2023).…”

Section: Developing Critical Thinking Through Question and Answer Ses...mentioning

confidence: 99%

Paraphrasing a peer's utterances to develop the students' speaking fluency

Suseno

2023

J. Education. Method. Learn. Strategy.

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The majority of EFL students get stuck in conversation practice. Ten freshmen joined the treatment to correct such a flaw. They equip themselves with equipment connected with stable internet access. The teacher created a whatsapp group to begin the course. He updated the application with the pupils' contacts. The students formed pairs to make the teaching and learning process easier. The teacher gave each duo a URL to click on, listen to, and learn from. They talked about the material's content. After it is over, each group designates a representative to give the discussion's outcome in front of the class. He must also paraphrase his partner's viewpoint. After the presentation, there was a question-and-answer period. The teacher gave the evaluation once all participants had finished performing. The information gathered during the procedure was qualitatively examined. The students' speaking skills improved as a result. The teacher might modify these findings to teach the associated disciplines. It also inspires other researchers to conduct more research.

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“…They feel successful and accomplished when they innovate, as it helps them in creating intellectual property. Higher education is becoming automated at an increasing rate, and emphasis is being placed on 'knowledge economies' that capitalize on ideation, intellectual property and innovation and take pride in their educationists' creations (Hegazy et al, 2021).…”

Section: Review Of Literature and Revisiting The Factors Influencing Teaching Choice Frameworkmentioning

confidence: 99%

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Rana

Singh

Singhania

et al. 2021

Global Business Review

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The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

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Working from theory: developing the bases of teachers’ critical thinking pedagogies through action research

Cited by 8 publications

References 5 publications

Teaching critical thinking and why it matters: A transdisciplinary pedagogy for teaching critical thinking

Teaching critical thinking and why it matters: A transdisciplinary pedagogy for teaching critical thinking

Paraphrasing a peer's utterances to develop the students' speaking fluency

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

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