Working from Theory: Developing the Bases of Teachers' Critical Thinking Pedagogies through Action Research

Autor/inn/en	Hegazy, Hind; Ellerton, Peter; Campos-Remon, Hannah; Zaphir, Luke; Mazzola, Claudio; Brown, Deborah
Titel	Working from Theory: Developing the Bases of Teachers' Critical Thinking Pedagogies through Action Research
Quelle	In: Educational Action Research, 31 (2023) 1, S.78-93 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zaphir, Luke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2021.1877757
Schlagwörter	Critical Thinking; Action Research; Teaching Methods; Indigenous Populations; Pacific Islanders; Schemata (Cognition); Theory Practice Relationship; Faculty Development; Transformative Learning; Educational Change; Teacher Collaboration; Sustainability; Collegiality; Pedagogical Content Knowledge; Foreign Countries; High Achievement; Elementary Secondary Education; Videoconferencing; Student Characteristics; Ethnography; Thinking Skills; Skill Development; Program Descriptions; Culturally Relevant Education; Australia + Suchen Sie Ihr Suchwort? Kritisches Denken; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Cognition; Schema; Kognition; Theorie-Praxis-Beziehung; Pädagogische Transformation; Bildungsreform; Lehrerkooperation; Nachhaltigkeit; Kollegialität; Pädagogische Kompetenz; Ausland; Ethnografie; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Australien
Abstract	This paper describes how an action research process, centred around a professional development program for teaching critical thinking, enabled teachers in a specialised program for high-achieving Aboriginal and Torres Strait Islander students (Solid Pathways) to develop their pedagogical practices to support student cognition. It argues that a well-structured action research approach supports and enables teachers to link theory to practice in developing their pedagogy, especially where such development implies a shift away from content and curriculum-oriented pedagogy. Principal among these mechanisms are the grounding of practice in theory, well-designed practical activities, special materials that help bridge theory and practice, and collaboration among practitioners in undertaking transformative pedagogical change. The conclusions from this study support the claim that these four key mechanisms are crucial to the implementation of a critical thinking pedagogy and describe how action research can support the advent of such mechanisms into pedagogical development programs that have the capacity to contribute to significant and sustainable change. Overall, findings suggest that where support of student cognition is the goal, pedagogical development predicated on theory and focused on independent practice in a culture of collegial collaboration and dialogue, works best to create sustainable practices of teaching for thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01