Sharedthinking: a social identity approach to critical thinking

Bowskill, Nicholas

dc.contributor.author	Bowskill, Nicholas	en
dc.date.accessioned	2017-07-07T11:36:53Z
dc.date.available	2017-07-07T11:36:53Z
dc.date.issued	2017-07
dc.identifier.citation	Bowskill, N. (2017) 'Sharedthinking: a social identity approach to critical thinking' Journal of pedagogic development 7 (2)	en
dc.identifier.issn	2047-3265
dc.identifier.uri	http://hdl.handle.net/10547/622146
dc.description.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).
dc.language.iso	en	en
dc.publisher	University of Bedfordshire	en
dc.relation.url	https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/375	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	critical thinking	en
dc.subject	SharedThinking	en
dc.subject	X300 Academic studies in Education	en
dc.title	Sharedthinking: a social identity approach to critical thinking	en
dc.type	Article	en
dc.contributor.department	University of Derby	en
dc.identifier.journal	Journal of pedagogic development	en
html.description.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).