Lecturers’ perceptions about employing critical thinking in educating geography pedagogy students at Can Tho University, Vietnam

Trinh Chi Tham *

* Corresponding author (tctham@ctu.edu.vn)

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Received: 13 Aug 2015
Revised: 06 Oct 2015
Accepted: 26 Nov 2015
Published: 30 Nov 2015
DOI: 10.22144/ctu.jen.2015.042
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Trinh, C. T. (2015). Lecturers’ perceptions about employing critical thinking in educating geography pedagogy students at Can Tho University, Vietnam. CTU Journal of Innovation and Sustainable Development , (01), 96-109. https://doi.org/10.22144/ctu.jen.2015.042
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No. 01 (2015)

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Abstract

This study investigates the lecturers’ perceptions about employing critical thinking in educating geography pedagogy students at Cantho University (CTU), Vietnam due to interviewing seven lecturers. The study findings have shown that the participants had very positive perceptions about employing critical thinking in educating the geography pedagogy students at CTU and these perceptions related to culture and tradition, teaching and learning habits, the student ability of solving problem, the interaction between the lecturers and students and amongst the students, the collaboration and cooperation among the students, the teacher preparation and supports, and the university/school facilities. In addition, the results of this study have also reported the lecturers’ feedback or solutions on how to employ critical thinking in educating the geography pedagogy learners better. Due to the participants’ perceptions and the feedback that they have made, it seemed that their most concern was around cultural and traditional values in the Vietnamese education system.
Keywords: Critical thinking, geography, geography education, teaching geography, lecturers’ perceptions, higher education, Cantho University, Vietnam

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