Archives for teaching strategies
Teaching to Think: Exploring How University Teachers Develop Students’ Critical Thinking
The present study explores university teachers’ understanding and experiences in developing critical thinking among students in higher education. To investigate how educators perceive and encourage critical thinking in the classroom, a qualitative phenomenological research approach was employed. Fourteen higher education teachers, lecturers, and university professors from different cities and disciplines at the tertiary level were selected for this purposive sample. In-depth semi-structured interviews were used to achieve a more nuanced understanding of how they conceptualise and practice challenging the critical thinking concept. Data were transcribed and subject to a thematic analysis aimed at identifying patterns/themes. The results showed that the majority of teachers had a good understanding of the concept of critical thinking and were well aware of its significance in fostering intellectual development, improving problem-solving ability, and encouraging independent learning. Collaborators described using class discussions, question-and-answer sessions, cases, and reflective activities to strengthen students' analysis and evaluation skills. Despite this will and intention, teachers pointed out contextual-institutional obstacles that do not always consistently foster critical thinking. In general, the research highlights how important teachers are and can be (or, on the other hand, are not) in the development of critical thinking skills through GE and calls for continual provision of support and training by HE institutions to enhance this crucial skill.
Perceptions and Representations of Romanian School Teachers Regarding the Design and Implementation of Didactic Activities in the Perspective of Outdoor Education
The research explores the perceptions and representations of Romanian schoolteachers regarding the design and implementation of didactic activities from the perspective of outdoor education (OE). The study involved 642 teachers from various curriculum areas, focusing on their pedagogical practices and how they integrate outdoor education into teaching, learning, and assessment processes.
The findings emphasise the potential of outdoor education to enhance students' cognitive, social, and emotional development by fostering collaboration, critical thinking, and environmental awareness. Teachers perceive outdoor education as an extension of formal classroom learning, offering practical and engaging contexts that reinforce theoretical concepts. However, challenges such as logistical constraints, lack of resources, and the limited diversity of outdoor activities hinder its full integration into the school curriculum.
The study concludes that outdoor education can significantly enrich the educational experience, provided it is systematically planned and aligned with curriculum objectives. Proper teacher training, resource allocation, and institutional support are critical for successful implementation. Outdoor education emerges as a valuable tool for promoting holistic learning and bridging the gap between theoretical knowledge and real-world application.