Sharedthinking: a social identity approach to critical thinking

2.50
Hdl Handle:
http://hdl.handle.net/10547/622146
Title:
Sharedthinking: a social identity approach to critical thinking
Authors:
Bowskill, Nicholas
Abstract:
Could a group‐level approach to critical thinking offer advantages over individual‐level strategies? To explore such an idea, this paper offers a social‐psychological perspective on critical thinking. This is extended to provide guidelines towards the design of an ‘identity‐mediated practice.’ A case study from a School of Education is provided to show these ideas implemented in the group-relevant context of student‐teacher placements. Finally, an emergent identity‐mediated practice called SharedThinking is presented. This work was initially developed from doctoral research at the University of Glasgow and supported by the Kelvin‐Smith Scholarship Fund (Bowskill et al., 2010, Bowskill, 2009, Bowskill, 2013).
Affiliation:
University of Derby
Citation:
Bowskill, N. (2017) 'Sharedthinking: a social identity approach to critical thinking' Journal of pedagogic development 7 (2)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Jul-2017
URI:
http://hdl.handle.net/10547/622146
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/375
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorBowskill, Nicholasen
dc.date.accessioned2017-07-07T11:36:53Z-
dc.date.available2017-07-07T11:36:53Z-
dc.date.issued2017-07-
dc.identifier.citationBowskill, N. (2017) 'Sharedthinking: a social identity approach to critical thinking' Journal of pedagogic development 7 (2)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622146-
dc.description.abstractCould a group‐level approach to critical thinking offer advantages over individual‐level strategies? To explore such an idea, this paper offers a social‐psychological perspective on critical thinking. This is extended to provide guidelines towards the design of an ‘identity‐mediated practice.’ A case study from a School of Education is provided to show these ideas implemented in the group-relevant context of student‐teacher placements. Finally, an emergent identity‐mediated practice called SharedThinking is presented. This work was initially developed from doctoral research at the University of Glasgow and supported by the Kelvin‐Smith Scholarship Fund (Bowskill et al., 2010, Bowskill, 2009, Bowskill, 2013).en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/375en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectcritical thinkingen
dc.subjectSharedThinkingen
dc.subjectX300 Academic studies in Educationen
dc.titleSharedthinking: a social identity approach to critical thinkingen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalJournal of pedagogic developmenten
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