July 31, 2025childhood & philosophyOpen Access

contextualising critical thinking pedagogy in south african teacher education

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Implementing critical thinking pedagogy can enhance quality education in South African higher education institutions.
Evaluation shows that adopting collaborative learning methods increases engagement among student teachers.
The study employs a contextual analysis of teacher education practices to identify sustainable transformations.
Earlier frameworks like Lipman’s Philosophy for Children can guide the development of effective critical thinking strategies.

Authors

DMDesireé Eva. Moodley RCRajendra Chetty

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Implication

This paper contextualises critical thinking pedagogy to improve quality education in South African teacher training, highlighting student-centred approaches.

Cite This Study

Moodley et al. (2025) studied this question.

synapsesocial.com/papers/68af2690cf1dd9ea359e1eb8 https://doi.org/10.12957/childphilo.2025.85778

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Implication

This paper contextualises critical thinking pedagogy to improve quality education in South African teacher training, highlighting student-centred approaches.

contextualising critical thinking pedagogy in south african teacher education

Key Points

Discussion

Implication

Cite This Study

contextualising critical thinking pedagogy in south african teacher education

Key Points

Discussion

Implication

Cite This Study

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