REFLECTIVE THINKING AND TEACHING PRACTICES: A PRECURSOR FOR INCORPORATING CRITICAL THINKING INTO THE CLASSROOM?

dc.creator	S. Chee Choy
dc.creator	Pou San Oo
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:34:50Z
dc.date.available	2015-07-20T22:34:50Z
dc.identifier	1694-609X
dc.identifier	https://doaj.org/article/aa63803e6c8a4cbb8ecb788d8949bf91
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22839
dc.description	The concept of reflective thinking as a precursor for incorporating critical thinking has been not been adequately researched. Most research has not given any effective strategies on how to incorporate these two concepts. There is a constant need to incorporate critical thinking into the classroom without much success. This study will attempt to show a link between reflective thinking and its ability to stimulate critical thinking. Teachers often perceive that critical thinking skills need to be taught, however research has shown that they may not know how to do this effectively. The use of reflective thinking may be a precursor to stimulating critical thinking in teachers. The research questions are on the reflective thinking skills of teachers and how they perceive themselves and their teaching. In this study a total of 60 participants from institutions of higher learning volunteered to answer a questionnaire to determine the level at which they reflected on their teaching practices as an indicator of their level of critical thinking. It was found that most of the teachers did not reflect deeply on their teaching practices. They did not seem to practice the four learning processes: assumption analysis, contextual awareness, imaginative speculation and reflective scepticism which were indicative of reflection. It would suggest that critical thinking is practised minimally among teachers. Further research need to be carried out on how to bring about reflective practices among teachers and how it would enhance the quality of lessons in terms of critical thinking.
dc.language	English
dc.publisher	International Journal of Instruction
dc.relation	http://www.e-iji.net/dosyalar/iji_2012_1_11.pdf
dc.relation	https://doaj.org/toc/1694-609X
dc.source	International Journal of Instruction, Vol 5, Iss 1, Pp 167-182 (2012)
dc.subject	reflective thinking
dc.subject	critical thinking
dc.subject	teaching practices
dc.subject	pedagogy
dc.subject	teaching
dc.subject	quality of lessons
dc.subject	teacher reflection
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	REFLECTIVE THINKING AND TEACHING PRACTICES: A PRECURSOR FOR INCORPORATING CRITICAL THINKING INTO THE CLASSROOM?
dc.type	article