21st century pedagogy: a classroom perspective on critical thinking

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dc.contributor.advisorWiseheart, Melody
dc.contributor.advisorGriffith, Alison
dc.contributor.advisorEdge, Karen
dc.creatorDescours, Katherine Maria
dc.date.accessioned2016-08-03T16:51:52Z
dc.date.available2016-08-03T16:51:52Z
dc.date.copyright2013-08
dc.degree.disciplinePsychology
dc.degree.levelMaster's
dc.degree.nameMA - Master of Arts
dc.description.abstractThe current study aims to gain a classroom perspective on one of the core 21st century skills: critical thinking. Teachers from London, England and Toronto, Ontario (N=24) were surveyed and interviewed (N=10) and asked about their conceptualizations of critical thinking and their classroom practices. Teachers surveyed believe that critical thinking is a skill, that it can be taught, and that it should be infused throughout the curriculum. Furthermore, they require more time, resources, and training to encourage these skills effectively. The interviews revealed that although teachers have varied definitions, they share common practices to encourage critical thinking such as group work and class discussion, the use of open-ended questions, and the encouragement of questioning and multiple perspectives from students. Given teachers' concerns about testing and curriculum restraints, it is recommended that a greater focus be put on training teaching strategies, rather than on assessment or curriculum content.
dc.identifier.urihttp://hdl.handle.net/10315/31710
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subject.keywordsPedagogy
dc.subject.keywordsCritical thinking
dc.subject.keywords21st century skills
dc.subject.keywordsEducation policy
dc.subject.keywordsTeachers' perspectives
dc.subject.keywordsMixed methodology
dc.subject.keywordsLondon (UK)
dc.subject.keywordsToronto
dc.title21st century pedagogy: a classroom perspective on critical thinking
dc.typeElectronic Thesis or Dissertation

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