Primary school teachers’ perceptions about teaching practices fostering critical thinking skills (CT).

Loredana Lombardi; Free De Backer; Koen Lombaerts

Primary school teachers’ perceptions about teaching practices fostering critical thinking skills (CT).

Loredana Lombardi, Free De Backer, Koen Lombaerts

Research output: Other contribution

Abstract

Critical thinking is one of the higher-order skills necessary in 21st century education. School programmes need to be developed for teaching CT in order to identify new key competences that students need to effectively participate in the knowledge society and to be prepared in the rapid changing job market. While institutions, philosophers and educators agree with the importance of CT, there is a reported lack of agreement on what the concept involves and how to teach it. The present study explores primary school teachers’ perceptions of teaching practices aiming at stimulating or hindering CT among pupils. 21 teachers (with 14 different EU nationalities) from three European Schools in Brussels participated to semi-structured interviews. The interview results showed the importance of group discussion, cooperative learning, brainstorming and debate as teaching practices to foster CT among pupils. These results provide insights on how CT is encouraged and its obstacles. Specifically, focusing on teaching practices, this research contributes to define the framework for the promotion of CT in the context of primary education. The relevance of the outputs can be used for future educational research and design among several stakeholders (teachers, school principals, policy makers, researchers) involved in innovative teaching methods for CT.

Original language	English
Type	Abstract for International Conference
Media of output	text
Number of pages	1
Publication status	Published - 3 Feb 2020

Bibliographical note

[1] Davies, M. (2013). Critical thinking and the disciplines reconsidered. Higher Education Research & Development, 32(4), 529-544.
[2] Huber, C. R., & Kuncel, N. R. (2016). Does college teach critical thinking? A meta-analysis. Review of Educational Research, 86(2), 431-468.
[3] Johnson, R. H., & Hamby, B. (2015). A meta-level approach to the problem of defining ‘Critical Thinking’. Argumentation, 29(4), 417-430.
[4] Martínez, M. A., Hetterschijt, C., & Iglesias, M. J. (2015). The European Schools: Perspectives of parents as participants in a learning community. Journal of Research in International Education, 14(1), 44-60.
[5] Trede, F., & McEwen, C. (2015). Critical thinking for future practice: Learning to question. The Palgrave handbook of critical thinking in higher education, 26, 457-474.

Keywords

Critical thinking skills, teaching practices, teachers’ perceptions, qualitative methods, primary education, European school system.

Access to Document

https://kuleuvencongres.be/ecqi2020/skeleton-programme

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Persistent link

Primary teachers' perceptions about and methods to promote students' critical thinking skills.
Lombardi, L., De Backer, F. & Lombaerts, K., 4 Jun 2019, 1 p.
Research output: Other contribution

Open Access
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Primary school teachers’ perceptions about teaching practices fostering critical thinking skills (CT).
Lombardi, L. (Speaker)
7 Feb 2020
Activity: Talk or presentation › Talk or presentation at a conference

File

Cite this

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title = "Primary school teachers{\textquoteright} perceptions about teaching practices fostering critical thinking skills (CT).",

abstract = "Critical thinking is one of the higher-order skills necessary in 21st century education. School programmes need to be developed for teaching CT in order to identify new key competences that students need to effectively participate in the knowledge society and to be prepared in the rapid changing job market. While institutions, philosophers and educators agree with the importance of CT, there is a reported lack of agreement on what the concept involves and how to teach it. The present study explores primary school teachers{\textquoteright} perceptions of teaching practices aiming at stimulating or hindering CT among pupils. 21 teachers (with 14 different EU nationalities) from three European Schools in Brussels participated to semi-structured interviews. The interview results showed the importance of group discussion, cooperative learning, brainstorming and debate as teaching practices to foster CT among pupils. These results provide insights on how CT is encouraged and its obstacles. Specifically, focusing on teaching practices, this research contributes to define the framework for the promotion of CT in the context of primary education. The relevance of the outputs can be used for future educational research and design among several stakeholders (teachers, school principals, policy makers, researchers) involved in innovative teaching methods for CT.",

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author = "Loredana Lombardi and {De Backer}, Free and Koen Lombaerts",

note = "[1] Davies, M. (2013). Critical thinking and the disciplines reconsidered. Higher Education Research & Development, 32(4), 529-544. [2] Huber, C. R., & Kuncel, N. R. (2016). Does college teach critical thinking? A meta-analysis. Review of Educational Research, 86(2), 431-468. [3] Johnson, R. H., & Hamby, B. (2015). A meta-level approach to the problem of defining {\textquoteleft}Critical Thinking{\textquoteright}. Argumentation, 29(4), 417-430. [4] Mart{\'i}nez, M. A., Hetterschijt, C., & Iglesias, M. J. (2015). The European Schools: Perspectives of parents as participants in a learning community. Journal of Research in International Education, 14(1), 44-60. [5] Trede, F., & McEwen, C. (2015). Critical thinking for future practice: Learning to question. The Palgrave handbook of critical thinking in higher education, 26, 457-474.",

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AB - Critical thinking is one of the higher-order skills necessary in 21st century education. School programmes need to be developed for teaching CT in order to identify new key competences that students need to effectively participate in the knowledge society and to be prepared in the rapid changing job market. While institutions, philosophers and educators agree with the importance of CT, there is a reported lack of agreement on what the concept involves and how to teach it. The present study explores primary school teachers’ perceptions of teaching practices aiming at stimulating or hindering CT among pupils. 21 teachers (with 14 different EU nationalities) from three European Schools in Brussels participated to semi-structured interviews. The interview results showed the importance of group discussion, cooperative learning, brainstorming and debate as teaching practices to foster CT among pupils. These results provide insights on how CT is encouraged and its obstacles. Specifically, focusing on teaching practices, this research contributes to define the framework for the promotion of CT in the context of primary education. The relevance of the outputs can be used for future educational research and design among several stakeholders (teachers, school principals, policy makers, researchers) involved in innovative teaching methods for CT.

KW - Critical thinking skills, teaching practices, teachers’ perceptions, qualitative methods, primary education, European school system.

M3 - Other contribution

ER -

Primary school teachers’ perceptions about teaching practices fostering critical thinking skills (CT).

Abstract

Bibliographical note

Keywords

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Research output

Primary teachers' perceptions about and methods to promote students' critical thinking skills.

Activities

Primary school teachers’ perceptions about teaching practices fostering critical thinking skills (CT).

Cite this