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Secondary teachers beliefs about the relationship between students cultural identity and their ability to think critically
Open accessAbstract
Critical thinking (CT) is increasingly included within education curriculum policy development to support students’ intellectual progress. Teachers who embed CT learning and are cognisant of students cultural identity increase their ability and aptitude to think critically. This paper reports results from an anonymous survey administered to 490 teacher participants, designed to investigate teacher beliefs regarding the impact of students cultural identity on their ability to think critically. The results of the study found a diversity of teacher opinion, including negative attitudes (53%) regarding students’ abilities and the requirement for a culturally responsive teaching approach. The study highlights the complexities of implementing CT, and the need for policy makers to consider the impact of teachers’ beliefs about student cultural identity before effective delivery of CT in secondary schools is likely to occur.
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Effective curriculum middle leaders in secondary schools require ongoing professional learning in culturally responsive practice that promotes higher order thinking skills and critical cognitive approaches in order to put theory into action in ways that specifically support the academic success of Māori students.
“This research supports the notion that effective curriculum middle leaders in secondary schools require ongoing profes -sional learning in culturally responsive practice (Dunn, 2020) that promotes higher order thinking skills and critical cognitive approaches (Davies et al., 2023) in order to put theory into action in ways that specifically support the academic success of Māori students.”
From Teacher and Middle Leader Perceptions of Culturally Responsive Middle Leadership Practices and Their Ability to Meet the Needs of Māori Students in New Zealand Secondary Schools (2024) · cites this paper as Davies et al., 2023
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“…require ongoing profes - sional learning in culturally responsive practice (Dunn, 2020) that promotes higher order thinking skills and critical cognitive approaches (Davies et al., 2023) in order to put theory into action in ways that specifically support the academic success of Māori students.”
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Metadata
- Authors
- Davies, M. J., Highfield, C., & Foreman-Brown, G.
- Affiliations
- University of Auckland (NZ)
- Corresponding author
- Davies, Maree J.
- Venue
- Journal of Pedagogical Research
- Publisher
- Journal of Pedagogical Research
- Published
- 2023-08-12
- ISSN
- 2602-3717 (ISSN-L)
- OpenAlex
- W4385783350
- Cited by
- 7
- References
- 49
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 4
- FWCI
- 5.19
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Journal of Pedagogical Research (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- ResearchSpace (University of Auckland) (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- critical thinking, teacher beliefs, cultural identity, culturally responsive teaching, secondary school teachers, curriculum policy, student thinking ability
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