Teaching for Critical Thinking: Perceptions and Practices of Chinese Elementary School Teachers
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Date
2020-06-30
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Journal ISSN
Volume Title
Publisher
Dar es Salaam University College of Education
Abstract
In recent years, researchers have shown an increased interest in studying about critical
thinking. Individuals with critical thinking are self-confident, and can listen and learn from
others. This study examined the perceptions of Chinese elementary school teachers on
critical thinking. It also examined how they teach to develop critical thinking among
pupils. The study employed a qualitative approach. In particular, a case study design was
used to examine the research questions. The study was conducted at Dong Bei Wang
Zhong Xin Xiao Xue (东北旺中心小学), an elementary school in Beijing, China, located in
HaiDian district, using a sample of 6 English language teachers. It employed focused group discussions and direct observations as methods of data collection. The results indicate that the teachers understand what entails critical thinking; and they are aware that critical thinking can be developed in actual classroom practices. Nevertheless, the results revealed that the teachers minimally practised what they understood about critical thinking in actual classroom practices. Since the results indicated that the teachers understand what entails critical thinking and are aware that critical thinking can be developed in actual
classroom practices, the study recommends that teachers’ classroom practices should
reflect their perceptions of what constitutes critical thinking.
Description
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Keywords
Chinese elementary schools, classroom practices, Confucian teachings, critical thinking, qualitative approach
Citation
APA 6th Edition