A small scale study to explore the perceptions of teachers and students in the development of independent and critical thinking skills

The aim of this study focussed on learning and what it is to be an independent thinker in the classroom, questioning what teachers and students feel their role is within an education system which promotes the development of independence and critical thinking alongside a quest to achieve the good examination results. The study investigated the extent to which teachers can adopt the role as a facilitator of learning and how students respond to the development of these skills in lessons.
In my research I reviewed the notions of independent thinking as discussed by psychology and pedagogical thinkers. In addition, it was crucial to explore the new educational frameworks, published by the QCA and other governmental bodies, as they are becoming increasingly focussed on producing ‘independent thinkers’.
As an English teacher, the study took place in the school where I work using the students in my tutor group and the colleagues that I work alongside. Although my study was predominately from an action researcher perspective with the teacher as the lone researcher, I also used questionnaires which allowed me to gain a picture of students’ understanding of the PLTS in education. The questionnaires for teachers and students provided me with a ‘snapshot’ which my study could then probe further through the individual interviews and lesson observations.
In its essence, the study has allowed me to explore the success of the PLTS in my school produced a number of findings which will inform my future practice. It has been interesting to examine the way schools have embedded PLTS in to a curriculum which is measured by examination success and in exploring how proficient students are with understanding the current provision of PLTS in lessons.