TEACHING FOR CRITICAL THINKING IN EDUCATIONAL PRACTICE: THE PERSPECTIVE OF PEDAGOGUES

Abstract

The aim of this paper is to gain insight into educators’ perceptions of teaching for critical thinking as a modern approach to education. A total of 172 educators participated in the study, responding to open-ended questions related to the applicability of critical thinking in teaching practice and the challenges associated with its implementation. A thematic analysis of the qualitative data collected from the open-ended questions was conducted. The research results indicate that, in general, educators consider teaching for critical thinking to be applicable in educational practice. Moreover, the findings show that teaching for critical thinking is implemented in schools, but its application depends on various factors, such as the characteristics of teachers, students, schools, and the teaching process. Although the research highlights numerous challenges in the implementation of teaching for critical thinking in educational practice, it also suggests ways to overcome these challenges, significantly contributing to the development and more successful implementation of critical thinking instruction in teaching practice.