Critical thinking or higher order thinking has been recognised as a key skill needed in school leavers in many global educational reforms in the 21st century. While policy makers seem to have put in place initiatives and policies to drive schools to teach critical thinking, this chapter argues that such initiatives require a systemic and systematic approach in which teacher knowledge is key in ensuring the successful development of students? critical thinking. Findings from a study on one of the world?s leading educational systems initiatives in developing critical thinking indicates that teacher knowledge needed to teach critical thinking effectively is an aspect that seems to have received little attention in terms of teacher learning and preparation. One of the key factors that can be attributed to the gaps in knowledge in this area among teachers is the conspicuous lack of teacher preparation at pre-service education and the lack of effective professional development among in service teachers.
|Title of host publication||International Perspectives on Comparative Education Policy|
|Editors||K M Baharul Islam, Syed Nitas Iftekhar|
|Place of Publication||New Delhi India|
|Number of pages||13|
|Publication status||Published - 2015|