conceptualizing critical thinking pedagogy in teacher education

Authors

DOI:

https://doi.org/10.12957/childphilo.2024.81799

Keywords:

critical thinking, critical language, critical theory, critical thinking pedagogy, teacher education

Abstract

Higher education institutions play a pivotal role in knowledge creation and distribution. Teacher education is at the forefront of this engagement. The role of teacher educators is significant in engaging teacher knowledge for shaping and informing ways of being and doing in the world. In recent years higher education has undergone considerable transformation. In South Africa there is a call for real-world transformation in pedagogical practices to address academic, socio-economic, and cultural inclusion and emancipation. As a human right for enabling student voices, a key issue for engaging relevant and fair pedagogical practices is critical thinking. Critical thinking is a rich concept and an attribute of consciousness required in all human activity. It is exercised through sound reasoning and dialogue. Critical thinking is also associated with understanding and engaging deep issues of socio–cultural and political domains of power and justice. However, engaging and enabling critical thinking pedagogy in education is complex and contradictory in nature. Conceptualizing critical thinking is expedient as an initial stage. The objective of this article, part of a larger study, is to provide a conceptualisation of critical thinking pedagogy toward addressing: In what ways is critical thinking pedagogy engaged in South African teacher education? Here, this article aims to address the question: what is critical thinking and critical thinking pedagogy? Methodologically, an interdisciplinary psycho–social philosophic educational documentary design is employed based on a selection of key critical thinking proponents. It further presents a conceptualisation of critical thinking pedagogy underpinned in critical theory especially those of Freire and Foucault. This article aims to spotlight the need for engaging critical thinking through a conceptualisation of critical thinking pedagogy in teacher education required for addressing new ways of teaching today.

Author Biographies

désireé eva moodley, University of Western Cape

I am an English and Education lecturer in the Humanities.   I have a B Mus Ed, B Ed, M Ed and D Ed (ABD) and  currently  working on my PhD.  I am an academic research and writing consultant for all post graduate studies and a professional editor. My research interests are around the science of learning, language and linguistics, critical thinking theory and practice, education pedagogy and curriculum development in diverse learning communities.

rajendra chetty, University of Western Cape

Professor of Language Studies

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Published

2024-05-31

How to Cite

moodley, désireé eva, & chetty, rajendra. (2024). conceptualizing critical thinking pedagogy in teacher education. Childhood & Philosophy, 20, 01–23. https://doi.org/10.12957/childphilo.2024.81799

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