Teachers’ critical thinking dispositions through their engagement in action research projects: An example of best practice

Abstract

Critical Thinking is considered an essential component of education given its potential to enhance students’ development at an academic, value-related and moral level. Teachers’ critical thinking dispositions may be utilized in school settings in order for them to design teaching practices that are focused on the cultivation of students’ critical reasoning. The current qualitative study aims to explore teachers’ Critical Thinking dispositions as they emerged through an action research project carried out in Macedonia, Greece involving semi-structured interviews and a focus group. Three major subject areas were explored including resilience, peer mediation and citizenship education. Ten teachers of primary education and three teachers of secondary education (Lyceum) participated in the study. Qualitative data findings have suggested that teachers exhibit certain Critical Thinking dispositions which will inform teaching interventions to be designed and applied during this specific project.