"Teaching thinking in South African schools: Selected school leaders’ perceptions"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Teaching thinking in South African schools: Selected school leaders’ perceptions |
| 2. | Creator | Author's name, affiliation, country | Lena Green; Faculty of Education, University of the Western Cape, Cape Town, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Karen Collett; Faculty of Education, University of the Western Cape, Cape Town, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | Bloom’s taxonomy; cognitive education; curriculum leadership; professional learning communities; teaching thinking |
| 4. | Description | Abstract | In this article we argue that school leaders should ensure that teachers experience a supportive professional learning community committed to collaborative, thoughtful inquiry and be enabled to create similar communities in their classrooms. This study followed on one published in 2017 that explored school leaders’ responses to an introduction to cognitive education. The same participants investigated cognitive education practices (ways of teaching thinking) in their schools, with an emphasis on the factors that facilitated or constrained implementation. Using a qualitative research approach an open ended research assignment in the form of a report was completed by 32 teachers in school leadership positions. The data was analysed using the guidelines of grounded theory to identify key themes. The findings suggest a possible starting point for leadership initiatives, although cognitive education practices in the participating schools were constrained by a number of structural, contextual and personal factors. Discussion highlights the importance of the development of professional learning communities that focus on cognitive education and identifies a possible leadership direction, namely, building on the progress already made in training teachers to apply Bloom’s taxonomy to assessment tasks. Although our data is from schools in one area of South Africa, our conclusions are likely to have implications for school leadership generally, with particular reference to the development of classroom and professional thinking and learning communities. https://doi.org/10.15700/saje.v41n2a1893 ORCiD iDs of authors: Lena Green – https://orcid.org/0000-0001-7329-5493 Karen Collett - https://orcid.org/0000-0002-0257-2083 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2021-06-08 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/1893 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Vol 41, No 2 (2021) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |