Manifestations of Critical Thinking in Health and Physical Education Teachers: An Examination of Three Case Studies
Keywords:
Pedagogy issuesAbstract
This study investigated the critical thinking manifestations of three Health and Physical Education (HPE) Teachers during the teaching/learning process in three elementary school HPE classes. Based on the conceptual framework of critical thinking developed by Lipman (1991, 1995, 2006), the present study describes and interprets the elements of this form of thinking in Physical Education Teachers. The results of the present study indicate that although critical thinking is not manifested in the same manner in all three teachers, it does however appear as a problem-solving process with the objective of optimizing students’ learning.
Cette étude examine les manifestations de la pensée critique chez trois enseignants d’éducation physique et à la santé lors du processus enseignement-apprentissage dans trois écoles primaires. Se basant sur la conception de la pensée critique mise de l’avant par Lipman (1991, 1995, 2006), la présente étude décrit et interprète les éléments de cette forme de pensée chez des enseignants d’éducation physique et santé. Les résultats obtenus révèlent que bien que la pensée critique ne s’exprime pas de la même manière chez tous ces trois enseignants, elle apparaît toutefois comme un processus de résolution de problème avec pour principal objectif l’optimisation de l’apprentissage des élèves.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).