How teachers’ dispositions towards critical thinking shape the culture of thinking they build in their classroom

Critical thinking is a global educational reform priority, with recent research examining the significant role of classroom culture in fostering thinking. This study sought to understand how teachers' dispositions towards critical thinking shape their vision of a culture of thinking and strategies to implement this. The study used critical realist theory within a multiple case study design of five secondary school teachers at an Independent boys' school in Western Australia. Cross-case analysis identified conceptualisation of culture as a lens through which students are transformed as learners through an academic apprenticeship, underpinned by essential features enabling a culture of thinking.