澳大利亚教师将批判性和创造性思维作为课程的情况

Kylie Murphy, Steve Murphy, Nathaniel Swain
{"title":"澳大利亚教师将批判性和创造性思维作为课程的情况","authors":"Kylie Murphy, Steve Murphy, Nathaniel Swain","doi":"10.1007/s13384-024-00714-3","DOIUrl":null,"url":null,"abstract":"<p>Critical and creative thinking (CCT) was introduced as a General Capability in the Australian Curriculum in 2010, heralded as a call for more explicit teaching of CCT. This study was an online survey of 259 Australian teachers, exploring how they have adopted CCT as curriculum, including how confident they feel about this area of their teaching and what aspects of Australia’s CCT curriculum they teach and how. Most respondents believed it was important to teach CCT, but only a minority could recall professional learning in this area, and their confidence levels tended to be only moderate. The teachers were asked to provide examples of what they ‘say’ and ‘do’ in their teaching that best reflect their ‘typical’ approaches to teaching CCT. The examples indicated that they typically incorporated CCT into their teaching of other learning areas. However, the examples were mostly focused on only a few of the CCT General Capability sub-elements and were mostly of teachers providing students <i>opportunities</i> to engage in CCT skills, rather than explaining, modelling, scaffolding, or reinforcing the skills. For teachers to teach CCT more confidently and impactfully, improved professional learning and a more conducive CCT curriculum would assist.</p>","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Australian teachers’ adoption of critical and creative thinking as curriculum\",\"authors\":\"Kylie Murphy, Steve Murphy, Nathaniel Swain\",\"doi\":\"10.1007/s13384-024-00714-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Critical and creative thinking (CCT) was introduced as a General Capability in the Australian Curriculum in 2010, heralded as a call for more explicit teaching of CCT. This study was an online survey of 259 Australian teachers, exploring how they have adopted CCT as curriculum, including how confident they feel about this area of their teaching and what aspects of Australia’s CCT curriculum they teach and how. Most respondents believed it was important to teach CCT, but only a minority could recall professional learning in this area, and their confidence levels tended to be only moderate. The teachers were asked to provide examples of what they ‘say’ and ‘do’ in their teaching that best reflect their ‘typical’ approaches to teaching CCT. The examples indicated that they typically incorporated CCT into their teaching of other learning areas. However, the examples were mostly focused on only a few of the CCT General Capability sub-elements and were mostly of teachers providing students <i>opportunities</i> to engage in CCT skills, rather than explaining, modelling, scaffolding, or reinforcing the skills. For teachers to teach CCT more confidently and impactfully, improved professional learning and a more conducive CCT curriculum would assist.</p>\",\"PeriodicalId\":501129,\"journal\":{\"name\":\"The Australian Educational Researcher\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-04-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Australian Educational Researcher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s13384-024-00714-3\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Australian Educational Researcher","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13384-024-00714-3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

2010 年,批判性与创造性思维(CCT)作为一项通用能力被引入澳大利亚课程,这预示着需要对 CCT 进行更明确的教学。本研究对 259 名澳大利亚教师进行了在线调查,探讨他们如何将 CCT 作为课程,包括他们对这一教学领域的信心,以及他们教授澳大利亚 CCT 课程的哪些方面和如何教授。大多数受访者认为 CCT 教学很重要,但只有少数受访者能回忆起在这一领域的专业学习,而且他们的自信程度往往不高。教师们被要求举例说明他们在教学中的 "说 "和 "做",这些例子最能体现他们教授 CCT 的 "典型 "方法。这些例子表明,他们通常将 CCT 纳入其他学习领域的教学中。然而,这些例子大多只集中在 CCT 一般能力的几个子要素上,而且大多是教师为学生提供参与 CCT 技能的机会,而不是解释、示范、搭建脚手架或强化这些技能。要使教师更有信心和更有影响力地教授 CCT,改进专业学习和更有利的 CCT 课程将有所帮助。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Australian teachers’ adoption of critical and creative thinking as curriculum

Critical and creative thinking (CCT) was introduced as a General Capability in the Australian Curriculum in 2010, heralded as a call for more explicit teaching of CCT. This study was an online survey of 259 Australian teachers, exploring how they have adopted CCT as curriculum, including how confident they feel about this area of their teaching and what aspects of Australia’s CCT curriculum they teach and how. Most respondents believed it was important to teach CCT, but only a minority could recall professional learning in this area, and their confidence levels tended to be only moderate. The teachers were asked to provide examples of what they ‘say’ and ‘do’ in their teaching that best reflect their ‘typical’ approaches to teaching CCT. The examples indicated that they typically incorporated CCT into their teaching of other learning areas. However, the examples were mostly focused on only a few of the CCT General Capability sub-elements and were mostly of teachers providing students opportunities to engage in CCT skills, rather than explaining, modelling, scaffolding, or reinforcing the skills. For teachers to teach CCT more confidently and impactfully, improved professional learning and a more conducive CCT curriculum would assist.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信