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postgraduate thesis: Beyond consonance and dissonance : a model of pedagogical engagement with critical thinking

TitleBeyond consonance and dissonance : a model of pedagogical engagement with critical thinking
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Chen, S. W.. (2014). Beyond consonance and dissonance : a model of pedagogical engagement with critical thinking. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5481881
AbstractThis thesis contains multiple-case studies of how critical thinking was conceptualised and operationalised by five academics from different disciplines in a university in Hong Kong. In response to the current literature that is characterised by prevalent dependence on academics’ self-reports to investigate perceptions and pedagogical practice for promoting critical thinking, the data in this research were obtained through non-participant observations, semi-structured interviews, and document collection. Using a framework underpinned by Argyris and Schön’s (1974) theory of action as well as Lave and Wenger’s (1991) notion of situated activity, the espoused beliefs and actual practice of case participants were analysed inductively through the constant comparison method. The findings contribute to a model of pedagogical engagement with critical thinking that elucidates the relationship between academics’ conceptions and practice. Pedagogy that encourages thinking development can be understood as engagement with critical thinking in three forms, namely, critical thinking as integral, critical thinking as incidental, and critical thinking as instrumental. These forms of engagement are associated with three factors, which are dimensions of academics’ implicit theories: expectations of students, the perceived relevance of critical thinking, and knowledge of critical thinking. The model of pedagogical engagement advances the argument that instruction for critical thinking development is individual academics’ personal constructions that are constantly negotiated between their latent beliefs and awareness of context. The thesis concludes with implications for policy planners, practitioners, and researchers, offering suggestions towards promoting critical thinking both as a key learning outcome in universities and the hallmark of higher education.
DegreeDoctor of Philosophy
SubjectCritical thinking - China - Hong Kong
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/211122

 

DC FieldValueLanguage
dc.contributor.authorChen, Siaw Wee-
dc.date.accessioned2015-07-07T23:10:42Z-
dc.date.available2015-07-07T23:10:42Z-
dc.date.issued2014-
dc.identifier.citationChen, S. W.. (2014). Beyond consonance and dissonance : a model of pedagogical engagement with critical thinking. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5481881-
dc.identifier.urihttp://hdl.handle.net/10722/211122-
dc.description.abstractThis thesis contains multiple-case studies of how critical thinking was conceptualised and operationalised by five academics from different disciplines in a university in Hong Kong. In response to the current literature that is characterised by prevalent dependence on academics’ self-reports to investigate perceptions and pedagogical practice for promoting critical thinking, the data in this research were obtained through non-participant observations, semi-structured interviews, and document collection. Using a framework underpinned by Argyris and Schön’s (1974) theory of action as well as Lave and Wenger’s (1991) notion of situated activity, the espoused beliefs and actual practice of case participants were analysed inductively through the constant comparison method. The findings contribute to a model of pedagogical engagement with critical thinking that elucidates the relationship between academics’ conceptions and practice. Pedagogy that encourages thinking development can be understood as engagement with critical thinking in three forms, namely, critical thinking as integral, critical thinking as incidental, and critical thinking as instrumental. These forms of engagement are associated with three factors, which are dimensions of academics’ implicit theories: expectations of students, the perceived relevance of critical thinking, and knowledge of critical thinking. The model of pedagogical engagement advances the argument that instruction for critical thinking development is individual academics’ personal constructions that are constantly negotiated between their latent beliefs and awareness of context. The thesis concludes with implications for policy planners, practitioners, and researchers, offering suggestions towards promoting critical thinking both as a key learning outcome in universities and the hallmark of higher education.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshCritical thinking - China - Hong Kong-
dc.titleBeyond consonance and dissonance : a model of pedagogical engagement with critical thinking-
dc.typePG_Thesis-
dc.identifier.hkulb5481881-
dc.description.thesisnameDoctor of Philosophy-
dc.description.thesislevelDoctoral-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-

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