Teachers' Perceptions of Using Visible Thinking Routines (VTR) in Classroom Activities to Develop Higher-Order Thinking Skills (HOTs) for Students in a Primary School in Hanoi = Nhận thức của giáo viên về việc sử dụng thói quen tư duy hình ảnh trong các hoạt động của lớp học để phát triển kỹ năng tư duy bậc cao
 cho học sinh ở một trường tiểu học tại Hà Nội

Tóm tắt

The process of social development requires individuals to enhance their cognitive abilities. Thus, it is imperative to equip students with advanced thinking skills from a young age. Therefore, it is crucial to identify the relevant and suitable approach for students. This study utilizes a mixed method approach to examine English teachers' perceptions and practices of using VTRs to develop Higher-Order Thinking Skills (HOTS), examine their application of Visible Thinking Routines (VTRs) in teaching, and identify any potential difficulties they may encounter in the process. Questionnaires and interviews were used to collect data from 32 teachers. The findings revealed that the majority of teachers held a favorable perspective on utilizing VTRs to enhance HOTs in primary school students. However, it is important to note that each teacher may face unique challenges and variations in the implementation process. The findings from this study have led to proposed implications and recommendations for optimizing the application of VTRs in developing HOTs for primary school students