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Enhancing critical thinking in Ugandan secondary school classrooms: Teacher professional development action research

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posted on 07.04.2022, 21:41 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.

Funding

Wellspring Philathropic Fund

Echidna Giving

AVSI-USA

History

Declaration of conflicts of interest

No conflict of interest to declare

Corresponding author email

g.mauro@lgihe.org

Lead author country

Uganda

Lead author job role

Practitioner/Professional

Lead author institution

Luigi Giussani Institute of Higher Education

Ethics statement

The 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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