The Enactment of the Policy Initiative for Critical Thinking in Singapore Schools

Autor/in	Tan, Charlene
Titel	The Enactment of the Policy Initiative for Critical Thinking in Singapore Schools
Quelle	In: Journal of Education Policy, 32 (2017) 5, S.588-603 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Charlene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1305452
Schlagwörter	Educational Policy; Critical Thinking; Thinking Skills; Teaching Methods; Foreign Countries; Teacher Role; Sociocultural Patterns; Correlation; Student Participation; High Stakes Tests; Test Preparation; Teacher Attitudes; Elementary School Teachers; Singapore + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Kritisches Denken; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerrolle; Soziokulturelle Theorie; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Singapur
Abstract	This article examines the enactment of the policy initiative to promote critical thinking in Singapore schools from the perspectives of educators in Singapore. It is argued that teachers in Singapore are not passive recipients or mere implementers of top-down policy decisions. Rather, they enact the policy initiative by making sense of, negotiating, influencing and capitalising on their unique conditions to achieve their goals and juggle multiple demands. Three research findings are discussed in this article. First, the teachers mediate the policy process through their interpretations of critical thinking and cognisance of the socio-cultural challenges they face. Secondly, they recontextualise the policy initiative by adopting a skills-focused conception of critical thinking in the form of the infusion cum discipline-specific approach. Thirdly, they apply correlative thinking by combining didactic teaching with active student participation in their dual desire to foster critical thinking and prepare their students for the high-stakes exam. This study extends the existing research on policy enactment by identifying and illustrating manifestations of active appropriation in an Asian context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01