Pedagogies for Critical Thinking at Universities in Kenya, Ghana and Botswana: The Importance of a Collective 'Teaching Culture'

Autor/inn/en	Schendel, Rebecca; McCowan, Tristan; Rolleston, Caine; Adu-Yeboah, Christine; Omingo, Mary; Tabulawa, Richard
Titel	Pedagogies for Critical Thinking at Universities in Kenya, Ghana and Botswana: The Importance of a Collective 'Teaching Culture'
Quelle	In: Teaching in Higher Education, 28 (2023) 4, S.717-738 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCowan, Tristan) ORCID (Rolleston, Caine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1852204
Schlagwörter	Critical Thinking; Foreign Countries; Undergraduate Students; Teaching Methods; Thinking Skills; Skill Development; Student Centered Learning; Educational Environment; Learner Engagement; Instructional Effectiveness; Private Colleges; Public Colleges; Kenya; Ghana; Botswana + Suchen Sie Ihr Suchwort? Kritisches Denken; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtserfolg; Privathochschule; Kenia
Abstract	While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed methods study in Botswana, Ghana and Kenya, aiming to investigate the factors underpinning the successful development of critical thinking amongst undergraduate students. A two-stage critical thinking assessment was conducted with students in 15 sites, showing that only some of the institutions were ensuring significant gains in students' critical thinking, even when endorsing learner-centred methods. The study points to the central importance of teaching orientations amongst lecturers, involving a deep shift in approaches to knowledge, and a facilitation rather than a transmission approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01