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Humanities teachers’ conceptualization and pedagogical practices of critical thinking: A qualitative case study within a Nazarbayev Intellectual School (NIS) in Kazakhstan

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dc.contributor.author Kassembekova, Aigerim
dc.date.accessioned 2020-08-25T05:35:04Z
dc.date.available 2020-08-25T05:35:04Z
dc.date.issued 2020
dc.identifier.uri http://nur.nu.edu.kz/handle/123456789/4958
dc.description.abstract For this thesis I focus on one of the “four C” skills of the 21st century - critical thinking (CT). Critical thinking is considered a complex concept that is new for the educational context of Kazakhstan. Recognizing that teachers’ beliefs and understanding about CT can have a direct impact on classroom practices. Therefore, it is important to explore teacher’s conceptualization to see the connections. The purpose of this qualitative study was to explore teachers’ conceptualization of CT and their pedagogical practices for developing CT for students in one Nazarbayev Intellectual School (NIS) in Kazakhstan. The data were collected through semi-structured face-to-face interviews with twelve teachers working in the school. As a result of the qualitative analysis, the study revealed teachers’ conceptualization of CT, familiarity with the phenomenon, and what principals and strategies were implemented for developing CT skills for students........ en_US
dc.language.iso en en_US
dc.publisher Nazarbayev University Graduate School of Education en_US
dc.rights Attribution-NonCommercial-ShareAlike 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/us/ *
dc.subject critical thinking en_US
dc.subject teachers’ conceptualization en_US
dc.subject pedagogical practices en_US
dc.subject teacher beliefs en_US
dc.subject secondary school en_US
dc.title Humanities teachers’ conceptualization and pedagogical practices of critical thinking: A qualitative case study within a Nazarbayev Intellectual School (NIS) in Kazakhstan en_US
dc.type Master's thesis en_US
workflow.import.source science


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