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This book explores perceptions of critical thinking and knowledge by New Senior Secondary Liberal Studies teachers in Hong Kong. The insights of the study have implications for the curriculum development and pedagogy, particularly regarding how we can improve training for the teaching of critical thinking. Factors such as work experience, personality, school training, and cultural identity affect ways of seeing, critical thinking and knowledge . We can gain understanding of the difficulties and constraints of teaching critical thinking in Liberal Studies. The research is also a critical thinking process, which is explored in conversations with participants. The study asked them to reflect on what they thought and had experienced. The participants provided useful insights and suggestions into a better pedagogy in high order thinking.
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