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Submit a Manuscript to the Journal
Teachers and Teaching

For a Special Issue on
Teaching and learning to teach critical thinking: Perspectives and practices

Abstract deadline
15 October 2021

Manuscript deadline
28 February 2022

Cover image - Teachers and Teaching

Special Issue Editor(s)

Dr. Eric Rui Yuan, University of Macau
[email protected]

Dr. Wei Liao, Beijing Normal University
[email protected]

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Teaching and learning to teach critical thinking: Perspectives and practices

In today’s world with accelerating change and complexity, cultivating students’ critical thinking (CT) has been considered a crucial goal of education at primary, secondary, and tertiary levels in various contexts. As a form of self-directed, self-disciplined, self-monitored, and self-corrective thinking (Paul & Elder, 2006), CT encompasses a set of complex and higher-order cognitive skills and dispositions (Facione, 1990), which serve as a prerequisite for students’ full and constructive participation in their academic, individual and social lives (Espey, 2018; Lun, Fischer, & Ward, 2010). In current teacher education, despite a growing number of studies on effective approaches and strategies in CT instruction (Abrami et al., 2015), we know little about how CT is conceptualized and operationalized in teacher education at policy, curriculum, and classroom levels. In particular, while some research attention has been paid to teachers’ CT skills and dispositions, how teachers develop CT-oriented pedagogies and integrate CT into their classroom practices (i.e., learning to teach CT) remains under-explored in current teacher education literature.

This special issue intends to address such a gap by providing a collection of scholarly and timely research works that explore the conceptualization and actualization of CT in teacher education. In general, for pre-service teachers, we are interested in exploring how they are prepared to teach CT at different professional sites (e.g., university classrooms and teaching practicums) as part of learning to teach. For in-service teachers, we are interested in how they perceive and engage in CT teaching, what potential challenges they may encounter, and what contextual support they may need in response to students’ complex learning needs as well as shifting social and cultural situations. Furthermore, we seek to elicit research insights from the perspectives of teacher educators, curriculum designers, and school leaders on innovative and effective approaches to preparing and supporting teachers in CT teaching. We seek proposals on topics related (but not limited) to the following:

  • Conceptualizing CT and its operationalization against policy changes and curriculum reforms in teacher education
  • The impact of formal and/or informal curriculum components (e.g., coursework, teaching practicums, research experience, and immersion experience) on student teachers’ learning to teach CT
  • Subject teachers’ cognitions about CT and its teaching in specific institutional and socio-cultural contexts
  • The development of teachers’ CT and CT-oriented pedagogies in school-based teacher development programs and activities
  • Teachers’ engagement in CT teaching (particularly in online environments) and its influences on their professional knowledge, emotions, and identities
  • Teacher educators’ perceptions towards CT and their pedagogical attempts to integrate CT into teacher education practices

We welcome empirical studies that adopt multiple theoretical perspectives and/or methodological approaches to the study of CT in teacher education at both pre- and in-service levels. We also welcome conceptual articles that draw on theories from different disciplines to advance the conceptualization of CT in teacher education. Contributions from all regions of the world addressing relevant topics are encouraged.

Submission Instructions

If you are interested in contributing to this Special Issue, please send a proposal to Dr. Rui Yuan ([email protected]) and Dr. Wei Liao ([email protected]) by 15th October, 2021.

The proposal must include

  1. a tentative article title;
  2. a 500-word abstract that describes empirically- or conceptually-based unpublished work; and
  3. each author’s name, affiliation, contact information, and a 50-word biographical statement.

Please share this call with your colleagues or communities who may be interested.

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