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Preprints are early versions of research articles that have not been peer reviewed. They should not be regarded as conclusive and should not be reported in news media as established information.
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Enhancing critical thinking in Ugandan secondary school classrooms: Teacher professional development action research
preprintposted on 2022-04-07, 21:41 authored by Mauro GiacomazziMauro Giacomazzi, Luisa Zecca, Liliana Maggioni
Critical thinking is recognized as key in any society. However, the Ugandan system of education is not helping students to become critical thinkers; the education is superficial and uncritically based on rote learning. The main objective of this study was to investigate and document how Ugandan secondary school teachers could be supported in explicitly pursuing the goal of fostering students’ critical thinking. This professional development action research showed that the instructional support coaching system contributed to enhancing the teachers’ professional and pedagogical capacity, led them to transform their instructional planning process, and shifted their beliefs with regard to curricula and learning theories.
Wellspring Philathropic Fund
Declaration of conflicts of interestNo conflict of interest to declare
Corresponding author firstname.lastname@example.org
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Lead author institutionLuigi Giussani Institute of Higher Education
Ethics statementThe research protocol was reviewed and approved by Mildmay Uganda Research Ethics Committee (Registration number: MUREC-2021-29); and also cleared for implementation by the Uganda National Council for Science and Technology (Registration number: SS931ES).
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