Description
Critical thinking is an essential skill for learners and teachers alike. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students.
The Handbook of Research on Critical Thinking and Teacher Education Pedagogy examines and explains how new strategies, methods, and techniques in critical thinking can be applied to classroom practice and professional development to improve teaching and learning in teacher education and make critical thinking a tangible objective in instruction. This critical scholarly publication helps to shift and advance the debate on how critical thinking should be taught and offers insights into the significance of critical thinking and its effective integration as a cornerstone of the educational system. Highlighting topics such as early childhood education, curriculum, and STEM education, this book is designed for teachers/instructors, instructional designers, education professionals, administrators, policymakers, researchers, and academicians.
Author's/Editor's Biography
Sandra Robinson (Ed.)
Sandra Robinson teaches English Education in the School of Education at the University of the West Indies, Cave Hill Campus, Barbados. She serves also as the English Coordinator for the Eastern Caribbean Joint Board of Teacher Education (ECJBTE) and represents the ECJBTE on the Regional Advisory Board of the Organization of Eastern Caribbean States (OECS) Early Learners Programme for Teachers of Literacy. Sandra’s research interests include teacher Education, critical thinking pedagogies in secondary English; Critical Literacy, and the nature, acquisition and development of English teachers’ professional knowledge and expertise.
Verna Knight (Ed.)
Verna C. Knight is a lecturer in Social Studies Education and the Social Context of Education in the School of Education (SOE), at the University of the West Indies (UWI), Cave Hill Campus Barbados. She earned a Bachelor’s degree in Education Administration and a Ph.D. in Education Policy from the University of the West Indies. Currently, she serves as the UWI representative documenting the OECS member states implementation of OECS Education Sector Strategy 2012-2021 and as Coordinator for the SOE’s Bachelor of Education programme. Her areas of research include Education Policy development in the Caribbean, Teachers’ Professional Development, and Social Studies Education. She is a recipient of the American Educational Research Association (AERA) Outstanding Research Paper Award (2016).