Teachers’ (evolving) beliefs about critical thinking education during professional learning: A multi- case study

Abstract

Previous research suggests that teachers’ beliefs can be in tension with critical thinking pedagogical approaches (Ab Kadir, 2023; Hegazy et al., 2021), however, little is known about how these beliefs vary and change as teachers implement critical thinking pedagogies. This multi-case study investigates twelve teachers’ adaptive and maladaptive beliefs about critical thinking education as they engaged in a sustained professional learning program—'Teaching for Thinking’—over twelve months. The program included foundational workshops on critical thinking pedagogy and action research, followed by three guided action research cycles centred on thinking-related problems of practice with mentoring and research support. Teacher reflections both during and at the conclusion of each cycle show a distinction between adaptive beliefs that facilitate the implementation of critical thinking pedagogies, such as the view that critical thinking enhances student engagement and academic outcomes, and maladaptive beliefs that inhibit this implementation, such as the perceived conflict between critical thinking and content delivery. Teachers’ involvement with action research—through regular reflection, feedback and application— led to an organic transformation from maladaptive to adaptive beliefs. Building on the findings, the authors recommend critical thinking professional learning programs identify maladaptive beliefs early and provide sustained, iterative support to help teachers resolve perceived conflicts with curriculum and assessment demands. Additionally, professional learning should tap into teachers’ intrinsic motivations by highlighting how learning to think critically benefits students beyond the classroom, preparing them to navigate the complexities of academic and civil life in the 21st century.