Teaching thinking in South African schools: Selected school leaders’ perceptions

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dc.contributor.authorGreen, Lena
dc.contributor.authorCollett, Karen
dc.date.accessioned2021-09-27T07:57:56Z
dc.date.available2021-09-27T07:57:56Z
dc.date.issued2021
dc.description.abstractIn this article we argue that school leaders should ensure that teachers experience a supportive professional learning community committed to collaborative, thoughtful inquiry and be enabled to create similar communities in their classrooms. This study followed on one published in 2017 that explored school leaders’ responses to an introduction to cognitive education. The same participants investigated cognitive education practices (ways of teaching thinking) in their schools, with an emphasis on the factors that facilitated or constrained implementation. Using a qualitative research approach an open-ended research assignment in the form of a report was completed by 32 teachers in school leadership positions. The data was analysed using the guidelines of grounded theory to identify key themes. The findings suggest a possible starting point for leadership initiatives, although cognitive education practices in the participating schools were constrained by a number of structural, contextual and personal factors. Discussion highlights the importance of the development of professional learning communities that focus on cognitive education and identifies a possible leadership direction, namely, building on the progress already made in training teachers to apply Bloom’s taxonomy to assessment tasks. Although our data is from schools in one area of South Africa, our conclusions are likely to have implications for school leadership generally, with particular reference to the development of classroom and professional thinking and learning communities.en_US
dc.identifier.citationGreen, L., & Collett, K. (2021). Teaching thinking in south african schools: Selected school leaders’ perceptions. South African Journal of Education, 41(2), 1–13. https://doi.org/10.15700/saje.v41n2a1893en_US
dc.identifier.urihttps://doi.org/10.15700/saje.v41n2a1893
dc.identifier.urihttp://hdl.handle.net/10566/6815
dc.language.isoenen_US
dc.publisherSouth African Journal of Educationen_US
dc.subjectBloom’s taxonomyen_US
dc.subjectCognitive educationen_US
dc.subjectCurriculum leadershipen_US
dc.subjectProfessional learning communitiesen_US
dc.subjectTeaching thinkingen_US
dc.titleTeaching thinking in South African schools: Selected school leaders’ perceptionsen_US
dc.typeArticleen_US

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