The study explores perceptions of critical thinking and knowledge by New Senior Secondary Liberal Studies teachers in Hong Kong. The insights in this study have implications for the curriculum development and pedagogy, particularly regarding how we can improve the teachers training of critical thinking.
Seven Liberal Studies teachers (with various levels of teaching experience and differing backgrounds) were invited to in-depth interviews about their experience teaching Liberal Studies, and particularly regarding critical thinking and knowledge, as well as their pedagogies and views of this subject.
Factors such as work experience, personality, school training, and cultural identity affect ways of seeing ‘critical thinking’ and ‘knowledge’. Also, these interviews provide insights into a better pedagogy in high order thinking. We can gain understanding of the difficulties and constraints of teaching critical thinking in Liberal Studies. The research is also a critical thinking process, which is explored in conversations with participants. The study asked them to reflect on what they thought and had experienced. The participants gave useful insights and suggestions. / published_or_final_version / Education / Master / Master of Education
| Identifer | oai:union.ndltd.org:HKU/oai:hub.hku.hk:10722/177230 |
| Date | January 2010 |
| Creators | Leung, Hai-ka, Elaine., 梁凱嘉. |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Source Sets | Hong Kong University Theses |
| Language | English |
| Detected Language | English |
| Type | PG_Thesis |
| Source | http://hub.hku.hk/bib/B48364915 |
| Rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works., Creative Commons: Attribution 3.0 Hong Kong License |
| Relation | HKU Theses Online (HKUTO) |
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