A Hopeful Pedagogy to Critical Thinking

Autor/inn/en	Nicholas, Mark C.; Raider-Roth, Miriam
Titel	A Hopeful Pedagogy to Critical Thinking
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 10 (2016) 2, Artikel 3 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Teaching Methods; Critical Thinking; College Faculty; Teacher Attitudes; Accountability; Educational Improvement; Instructional Effectiveness; Intellectual Disciplines; Qualitative Research; Grounded Theory; Semi Structured Interviews; Focus Groups + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Fakultät; Lehrerverhalten; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Geisteswissenschaften; Qualitative Forschung
Abstract	Elements of what we are calling a "hopeful pedagogy" emerged when faculty reflected on the question--Do you think your current approach to develop CT in students is successful? Faculty across disciplines and institutions used the word "hope" to characterize the outcome of their efforts. While attempting to disentangle the "hopeful pedagogy", we found answers in (a) how faculty defined CT in disciplinary and non-disciplinary contexts; (b) a misalignment between faculty and institutional approaches to CT; (c) a disconnect between faculty and their own approaches to CT, and (d) logistical and curricular issues within general education programs that placed constraints on the ability of faculty to adequately focus on CT. The "hopeful pedagogy" brought to the forefront the serious implications of a misaligned system for student learning, faculty engagement, institutional improvement and accountability. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01