Work

Secondary teachers beliefs about the relationship between students cultural identity and their ability to think critically

Year: 2023

Type: article

Abstract: Critical thinking (CT) is increasingly included within education curriculum policy development to support students’ intellectual progress. Teachers who embed CT learning and are cognisant of students cultural identity increase their ability and aptitude to think critically. This paper reports results from an anonymous survey administered to 490 teacher participants, designed to investigate teacher beliefs regarding the impact of students cultural identity on their ability to think critically. The results of the study found a diversity of teacher opinion, including negative attitudes (53%) regarding students’ abilities and the requirement for a culturally responsive teaching approach. The study highlights the complexities of implementing CT, and the need for policy makers to consider the impact of teachers’ beliefs about student cultural identity before effective delivery of CT in secondary schools is likely to occur.

Source: Journal of Pedagogical Research

DOI: 10.33902/jpr.202320538

Authors: Maree J. Davies, Camilla Highfield, Gabriella Foreman-Brown

Institution: University of Auckland

Language: English

Topic: Education and Critical Thinking Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4385783350