Critical thinking (CT) is an essential quality promoted in educational policies across diverse education systems, yet there has been little effort to clarify its meaning and significance at the policy level. Because such clarification is essential to derive meaningful implications for preparing teachers for CT, this study critically analyses the…

This article explores three Korean teachers' experiences of carrying out practitioner inquiry as a means of providing meaningful teaching under the test-centred schooling regime in Korea. Practitioner inquiry is a concept that includes multiple genres of educational research such as action research, teacher research, and self-study that aim to…