Influences or energies present in every group learning situation which act as shapers of the group’s cultural dynamic. Eight cultural forces are identified as: language, time, environment, opportunities, routines, modeling, interactions, and expectations.
Published in Chapter:
An Introduction: Establishing a Context for Critical Thinking in Teacher Education
Verna Knight (The University of the West Indies – Cave Hill Campus, Barbados) and
Sandra P.A. Robinson (The University of the West Indies – Cave Hill Campus, Barbados)
Copyright: © 2019
|Pages: 14
DOI: 10.4018/978-1-5225-7829-1.ch001
Abstract
Teachers are an indispensable part of the debate on the development of critical thinking skills. Much research has centered on examining teachers' critical thinking skills, and on empowering teachers for more effective delivery of critical thinking in instruction (Perkins, 2014; Gardener, 2011; Duron et al, 2006; Abrami et al, 2008, Choy & Cheah, 2009). This chapter examines one of the key forces impacting the global context for critical thinking, teachers and teacher education today: an international mandate for critical thinking as a vital 21st century skill for the effective preparation of citizens and workers for life and work in today's society. The chapter begins with an exploration of the meaning and conceptualization of critical thinking. It then deliberates on how the international mandate for schools and teachers engenders a context for critical thinking in teacher education and considers the need for increased pedagogical support for educators. As a final point, the chapter points to some implications for classroom practitioners and teacher educators of delivering on the demands for critical and reflective workers in 21st century society.