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A global survey shows that Japan’s schoolteachers are less prepared to teach critical thinking (CT) in their classrooms than their counterparts in other participating economies. To understand what underlies the gap between Japan and other regions, educational researcher Kazuyuki Nomura at Chiba University, Japan, looks into the emic understanding of CT among Japanese schoolteachers. His findings could facilitate practical measures for bridging the gap between global and Japanese perspectives of CT teaching.
