Critical thinking pedagogy and teacher education

Abstract

Higher education institutions play a pivotal role in knowledge creation and distribution. Teacher education is forefront to this engagement. In recent years higher education has undergone considerable transformation in response to equity and equality. In South Africa there is a call for real–world transformation in pedagogical practices to address individual academic, socio–economic, and cultural inclusion and emancipation. As a human right for enabling voices, seeking peace, developing a healthy citizenry, and a sought–after skill for student achievement, critical thinking is key in engaging quality and fair pedagogical practices. However, such practices are complex and contradictory. This thesis through publication investigates ways in which critical thinking pedagogy is conceptualised, contextualised, and confronted in teacher education examining contributions, complexities, and contradictions for South Africa, the geopolitical setting. Underpinned in educational philosophy, psychology and sociolinguistics, critical theory and culture, this multidisciplinary study aims to understand critical thinking pedagogy through the scholarship of Foucault, Freire, Lipman, Rose and Meyer, among others. Five peer reviewed articles in accredited journals form part of the chapters. It is hoped that the contribution of this thesis will promote and provoke further research and development of critical thinking pedagogy in teacher education for a new generation.