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Reflecting Critical Thinking: Global Perspectives

Page No.: 
51
Writer(s): 
Jacques W. Hardy, Kansai Gaidai University; Peter A. Edwards, Kansai Gaidai University

Reference Data:

Hardy, J. W., & Edwards, P. A. (2016). Reflecting critical thinking: Global perspectives. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. 

Initially, this research project was designed to investigate the role assistant language teachers (ALTs) from outside Japan might play in helping Japanese students to develop critical thinking (CT) skills. International students studying in Japan were selected as participants, many of whom expressed interest in perhaps becoming ALTs. Our project evolved into a larger mixed-methods investigation of the perceptions of CT of these international students. Analysis of participant responses to open-ended survey questions revealed perceptions of CT could be categorized in 3 types: skills of focusing on objects, skills of focusing on actors, and attitudinal factors. These disparate views of CT point to a strong need for further investigation and revised teacher training.

この研究は当初、海外からの外国語指導助手(ALT)が、critical thinking (CT)(批判的思考)スキルを学ぶ日本人学生のために、貢献できる役割はどうあるべきかについて調査する事から始まった。従って研究対象者の多くは、日本で学ぶ留学生の中でも、特に将来ALTになる事を希望している留学生である。又、本研究ではCTの定義を確立する必要がある為、様々な方法で定義を模索する方向へと発展していった。その調査の結果、CTは「skills of focusing on objects(物事に焦点を合わせるスキル)」・「skills of focusing on actors〔参加者に焦点を合わせるスキル〕〕・「 attitudinal factors(態度要因)]の三つのカテゴリーに分類されるという結果にたどり着いた。この様なCTに対する考え方の違いは、さらなる調査が必要であり、又教員養成においても更に考慮されるべき点だと考えられる。

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