Despite diverse research on critical thinking, there is little empirical research regarding teachers' perspectives on the infusion of critical thinking, particularly in primary schools. This qualitative multiple case study within the interpretivist paradigm sought to generate explanatory theory on the infusion of critical thinking from the perspectives of six primary school in-service expert teachers of English Language in Singapore. Data collected and analysed using grounded theory methods resulted in theoretical propositions which support the creation of a critical thinking culture in school. Findings of the study will benefit policy makers and provide primary school teachers with insights into more effective strategies for teaching critical thinking.
|Award date||13 Jun 2016|
|Publication status||Unpublished - 2016|