Working from theory: developing the bases of teachers’ critical thinking pedagogies through action research

Abstract

ABSTRACT This paper describes how an action research process, centred around aprofessional development program for teaching critical thinking, enabled teachers in aspecialised program for high-achieving Aboriginal and Torres Strait Islander students (Solid Pathways) to develop their pedagogical practices to support student cognition. It argues that awell-structured action research approach supports and enables teachers to link theory to practice in developing their pedagogy, especially where such development implies ashift away from content and curriculum-oriented pedagogy. Principal among these mechanisms are the grounding of practice in theory, well-designed practical activities, special materials that help bridge theory and practice, and collaboration among practitioners in undertaking transformative pedagogical change. The conclusions from this study support the claim that these four key mechanisms are crucial to the implementation of acritical thinking pedagogy and describe how action research can support the advent of such mechanisms into pedagogical development programs that have the capacity to contribute to significant and sustainable change. Overall, findings suggest that where support of student cognition is the goal, pedagogical development predicated on theory and focused on independent practice in aculture of collegial collaboration and dialogue, works best to create sustainable practices of teaching for thinking.