HIGHER ORDER THINKING SKILLS AND UNSUITABILITY OF ADOPTING ‘SCHOOL DIRECT’ TEACHER TRAINING PROGRAMME OF ENGLAND TO TURKEY
This article investigated Higher Order Thinking Skills (HOTS). Tefekkur is presented as a system of combined thinking skills including reflective thinking, crea-tive thinking, inquiry guided thinking, and relevance spot. Amendments were sug-gested to Turkish literature regarding understanding and me...
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
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Fırat University
2019
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| Acceso en línea: | https://doaj.org/article/ed8af54c50b746f7a49a5a60b5568433 |
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| Sumario: | This article investigated Higher Order Thinking Skills (HOTS). Tefekkur is presented as a system of combined thinking skills including reflective thinking, crea-tive thinking, inquiry guided thinking, and relevance spot. Amendments were sug-gested to Turkish literature regarding understanding and meanings of both critical thinking and creative thinking. Inquiry guided thinking was also studied. Relevance Spot was presented as an explanation method for findings and processes of Tefekkur Triangle. Findings related to subheadings of Tefekkur Triangle (Critical Thinking, In-quiry Guided Thinking, and Reflective Thinking) and emmergence of Creative Think-ing in Turkish and English educational settings that can be retrieved were presented. Findings from Turkish context revealed scores of medium degree and lower. ‘School Direct’, a recent programme implemented in the English teacher education system, was explored in order to show how it cannot be applied into Turkish context. Relevant arti-cles and research about Turkey and England that could be retrieved were taken into ac-count. Research results on subheadings of Tefekkur Triangle and PISA findings were discussed comparing the scores of Turkey and England. It was highlighted that even if ‘School Direct’ programme becomes successful in England, because HOTS level of teacher candidates in Turkey is insufficient and below England, implementing this programme in Turkey at any type of teacher education may cause a decline in quality of Turkish teachers. Thus, possibility of affecting teacher education in Turkey deeply in a negative way may also diminish both teacher quality and the quality of student learning. |
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