“(Not) knowing what you know”: Exploring educators’ perceptions of critical thinking in occupational therapy
Background Critical thinking is key for responsible occupational therapy practice. However, the degree to which educators understand critical thinking and the conceptualizations of such concept in teaching remains unclear.Aim This study aimed to describe occupational therapy educators’ perceptions a...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Scandinavian Journal of Occupational Therapy |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/11038128.2024.2405189 |
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| author | Jemma Gilfillan Laura Irvine-Brown Amelia Di Tommaso Ana Paula Serrata Malfitano Lisette Farias |
| author_facet | Jemma Gilfillan Laura Irvine-Brown Amelia Di Tommaso Ana Paula Serrata Malfitano Lisette Farias |
| author_sort | Jemma Gilfillan |
| collection | DOAJ |
| description | Background Critical thinking is key for responsible occupational therapy practice. However, the degree to which educators understand critical thinking and the conceptualizations of such concept in teaching remains unclear.Aim This study aimed to describe occupational therapy educators’ perceptions and experiences of teaching critical thinking.Material and Methods Social constructivism underpins the study. Eight participants were included in three online synchronous focus groups. One participant was interviewed in person due to time constraints. Data were analysed using content analysis.Results This study reveals a considerable diversity of perceptions and experiences of ambiguity regarding educators’ perceptions of what they know about and how to teach critical thinking. Most educators interpret critical thinking in ways that differs from their colleagues. Furthermore, educators encounter divergent expectations pertaining to their role as educators and the readiness of their students.Conclusions This study reveal a paradox within the occupational therapy profession, where critical thinking is highly valued yet educators experience ambiguity, differing expectations of their role, time constraints, and lack of formal education to support students’ development of critical thinking.Significance This study provides the foundation for further inquiry into the invisible effects and benefits of different understandings of critical thinking on occupational therapy practice. |
| format | Article |
| id | doaj-art-ed08c22149dd449f870f1a5de5055c32 |
| institution | Kabale University |
| issn | 1103-8128 1651-2014 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Scandinavian Journal of Occupational Therapy |
| spelling | doaj-art-ed08c22149dd449f870f1a5de5055c322025-01-24T17:53:19ZengTaylor & Francis GroupScandinavian Journal of Occupational Therapy1103-81281651-20142024-12-0131110.1080/11038128.2024.2405189“(Not) knowing what you know”: Exploring educators’ perceptions of critical thinking in occupational therapyJemma Gilfillan0Laura Irvine-Brown1Amelia Di Tommaso2Ana Paula Serrata Malfitano3Lisette Farias4School of Health Sciences and Social Work, Griffith University, Queensland, AustraliaSchool of Health Sciences and Social Work, Griffith University, Queensland, AustraliaSchool of Allied Health Science and Practice, University of Adelaide, South Australia, AustraliaPostgraduate Program in Occupational Therapy, Occupational Therapy Department, Federal University of São Carlos, BrazilDivision of Occupational Therapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, SwedenBackground Critical thinking is key for responsible occupational therapy practice. However, the degree to which educators understand critical thinking and the conceptualizations of such concept in teaching remains unclear.Aim This study aimed to describe occupational therapy educators’ perceptions and experiences of teaching critical thinking.Material and Methods Social constructivism underpins the study. Eight participants were included in three online synchronous focus groups. One participant was interviewed in person due to time constraints. Data were analysed using content analysis.Results This study reveals a considerable diversity of perceptions and experiences of ambiguity regarding educators’ perceptions of what they know about and how to teach critical thinking. Most educators interpret critical thinking in ways that differs from their colleagues. Furthermore, educators encounter divergent expectations pertaining to their role as educators and the readiness of their students.Conclusions This study reveal a paradox within the occupational therapy profession, where critical thinking is highly valued yet educators experience ambiguity, differing expectations of their role, time constraints, and lack of formal education to support students’ development of critical thinking.Significance This study provides the foundation for further inquiry into the invisible effects and benefits of different understandings of critical thinking on occupational therapy practice.https://www.tandfonline.com/doi/10.1080/11038128.2024.2405189Critical pedagogyclinical reasoningprofessional reasoningcritical reflexivity |
| spellingShingle | Jemma Gilfillan Laura Irvine-Brown Amelia Di Tommaso Ana Paula Serrata Malfitano Lisette Farias “(Not) knowing what you know”: Exploring educators’ perceptions of critical thinking in occupational therapy Scandinavian Journal of Occupational Therapy Critical pedagogy clinical reasoning professional reasoning critical reflexivity |
| title | “(Not) knowing what you know”: Exploring educators’ perceptions of critical thinking in occupational therapy |
| title_full | “(Not) knowing what you know”: Exploring educators’ perceptions of critical thinking in occupational therapy |
| title_fullStr | “(Not) knowing what you know”: Exploring educators’ perceptions of critical thinking in occupational therapy |
| title_full_unstemmed | “(Not) knowing what you know”: Exploring educators’ perceptions of critical thinking in occupational therapy |
| title_short | “(Not) knowing what you know”: Exploring educators’ perceptions of critical thinking in occupational therapy |
| title_sort | not knowing what you know exploring educators perceptions of critical thinking in occupational therapy |
| topic | Critical pedagogy clinical reasoning professional reasoning critical reflexivity |
| url | https://www.tandfonline.com/doi/10.1080/11038128.2024.2405189 |
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