Reconsidering critical thinking: findings from a qualitative Delphi study.
Critical thinking encapsulates contested ground due to variable definitions and means of assessment for this construct. This paper highlights findings from an international qualitative Delphi study that examines social work faculty members' understanding of critical thinking within social work educa...
| Publicado en: | Social Work Education Vol. 40; no. 4; pp. 427 - 445 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=150005696&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 150005696 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Jun2021 vid: 40 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 150005696 10.1080/02615479.2019.1689235 ppf: 427 ppct: 18 formats: fmt: @attributes: type: P size: 1.4MB tig: atl: Reconsidering critical thinking: findings from a qualitative Delphi study. aug: au: Samson, Patricia L. affil: Faculty of Social Work, University of Calgary, Edmonton, AB, Canada su: Social work education Social work students Critical thinking Social work teachers Curriculum planning Delphi method sug: subj: Social work education Social work students Other Individual and Family Services Critical thinking Social work teachers Curriculum planning Delphi method keyword: critical reflection pedagogy social work education critical reflection pedagogy social work education ab: Critical thinking encapsulates contested ground due to variable definitions and means of assessment for this construct. This paper highlights findings from an international qualitative Delphi study that examines social work faculty members' understanding of critical thinking within social work education. The themes identified via thematic analysis support a reconsideration of the concept of critical thinking to a more holistic, iterative process that is shaped and framed by epistemological and pedagogical influences of both educators and students. Findings provide some direction to support curriculum design and pedagogical approaches to foster and promote critical thinking in social work and the higher education sector more broadly. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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