Notions of criticality: Singaporean teachers' perspectives of critical thinking in social studies

Mark C. Baildon, Jasmine B.Y. Sim

Research output: Contribution to journalArticlepeer-review

42 Citations (Scopus)

Abstract

In this article we explore the ways critical thinking is conceived by a group of Singaporean social studies teachers, what they see as its purposes as well as perceived constraints to critical thinking and teaching critical thinking in Singapore's schools. Using a case study research design and constant comparative method we analysed data from teachers' discussion board entries, observation notes and lesson artefacts from a Master's class. Findings revealed three key tensions involving teaching critical thinking in an exam culture, uncertainty about what constitutes the 'out-of-bound', and the issue of professional identity. Each of these tensions intersected and interacted in dynamic ways for teachers and shaped the way they understand and practise critical thinking.

Original languageEnglish
Pages (from-to)407-422
Number of pages16
JournalCambridge Journal of Education
Volume39
Issue number4
DOIs
Publication statusPublished - Dec 2009
Externally publishedYes

Keywords

  • Citizenship education
  • Critical thinking
  • Teacher education

ASJC Scopus subject areas

  • Education

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