Promoting democratic values in initial teacher education: findings from a self-study action research project

Abstract

Democracy and global education are intrinsically linked in their shared commitment to debate and the opportunity to evaluate multiple perspectives and make informed decisions on topics that impact the world around us. A focus on critical thinking within education offers the opportunity to teach students the skills necessary to question the status quo, develop informed opinions and contribute to the preservation and promotion of democracy in society. This article explores a self-study action research project which took place across three academic years which aimed to identify effective approaches for incorporating critical thinking into initial teacher education. Research was undertaken with students in their second year of study and data sources included ongoing personal reflections, critical conversations with two colleagues who acted as critical friends, alongside a variety of data collection approaches undertaken with students. This research project was undertaken in response to an identified gap between students perceived levels of criticality and the skills they would demonstrate during class time or within assessments. Consequently, this research project focused on identifying strategies to successfully support students to both demonstrate criticality and to understand and identify core critical thinking approaches relevant to global education. Findings indicated that students had the capacity to become critical thinkers and develop an understanding of the potential impact for their future teaching. A focus on providing opportunities to practice critical thinking in a supported setting was key for students’ skill development. The consistent incorporation of active, engaged opportunities to share ideas and work collaboratively supported students to develop core critical thinking skills.