What do teachers think about thinking skills?
Citation
Baumfield, V. & Oberski, I. (1998) What do teachers think about thinking skills?, Quality Assurance in Education, vol. 6, , pp. 44-51,
Abstract
Presents findings from a case study of the implementation
of three different thinking skills programmes - Somerset
Thinking Skills, Instrumental Enrichment and Philosophy
for Children, in year seven of an inner city secondary
school. Focuses on the perceptions of the teachers
involved and explores the extent to which teacher perceptions affected implementation. An understanding of
teachers' perceptions is important if effective training and
support is to be provided and the problem of poor implementation of thinking skills programmes is to be
addressed. Analysis of teacher perceptions will also
contribute to our understanding of why a particular
programme is chosen and the extent to which the needs of
the teacher are consistent with its aims. Findings of the
study reaffirm the difficulty experienced teachers face
when attempting to develop new skills and highlight the
problems presented by the lack of immediate, concrete
outcomes from a thinking skills lesson. Identifies teachers'
planning and perceptions of what constitutes group work
as areas deserving further research and notes the importance
of the presentation of thinking skills materials for
the teachers using them.