Experiences of critical thinking, critical action and critical being in health science tutorials

active learning;autonomy;clinical education;clinical teaching;critical thinking;critical action;critical being;feedback;higher education;interpersonal process recall;IPR;interview;peer review;risk;video recall;small group;tutorial;values;Barnett;educational philosophy

Blakey, Althea Jane ; Harland, Tony ; Kieser, Jules

University of Otago

关键词: active learning;    autonomy;    clinical education;    clinical teaching;    critical thinking;    critical action;    critical being;    feedback;    higher education;    interpersonal process recall;    IPR;    interview;    peer review;    risk;    video recall;    small group;    tutorial;    values;    Barnett;    educational philosophy;   

Others  :  https://ourarchive.otago.ac.nz/bitstream/10523/1867/3/BlakeyAltheaJ2011MHealSc.pdf

美国|英语

来源: Otago University Research Archive

【 摘 要 】

Critical thinking remains one of the most debated topics in higher education. On the premise that graduates still leave higher education with limited thinking skills and that critical thinking concepts are now diffuse and difficult for some to use in practice, Barnett formulated his concepts of critical thinking, critical action and critical being. In ;;Higher Education: A Critical Business’ (1997) Barnett describes how educating for critical thinking is a fundamental purpose of higher education and that existing critical thinking concepts fail to realize the emancipatory potential that such an education offers. Higher education plays a crucial role in clinical education, and tutorial groups are upheld as sites for developing critical thinking. Such groups can be challenging to teach which means teachers face difficulties in developing conceptions of critical thinking as well as putting them into practice. This study examines Barnett’s work for utility in these practice situations. Four case studies of small teaching groups were investigated; teaching sessions were videotaped in naturalistic settings, tapes replayed to teachers and students, and responses to them taped using Interpersonal Process Recall (IPR). Responses were transcribed alongside interviews with group teachers. Data were analysed and themes developed in terms of teachers’ and students’ perceptions of their own thinking processes, the nature of critical thought, critical action and critical being in teaching and learning, and what students and teachers do to enhance these critical processes. Data were also examined for meaning in terms of Barnett’s theories. Themes developed include autonomy, the critical thinking process, collegial teachers and peers, extending thinking and being changed as a person. Results supported Barnett’s theory in that critical thinking is purposeful and individualistic but also that critical thinking can result in suboptimal student outcomes, that true critical actions occur in social contexts and that critical being begins with the realization of one’s values and has potential to develop in undergraduate education. This thesis offers many ways for teachers to inform their practice when teaching for critical thinking, action and being and also offers advice for students in higher education. Students who wish to develop these critical processes need to work hard, take risks, choose actions depending on what is going on around them and develop the ability to apply critical thinking and action to all life experiences. Students also need to realize their own values but this might mean facing the possibility that they appear a little different to others in professional life.