Yacoubian, Hagop2024-05-102024-05-102016https://doi.org/10.62811/hup.010https://haigrepository.haigazian.edu.lb/handle/123456789/65The central purpose of this book is twofold: (1) To report on a research study that involves teachers’ and principals’ pedagogical content knowledge of critical thinking at the Armenian schools in Lebanon; (2) to present a number of central issues related to the theme of the research study, drawing upon relevant body of research literature. Academic jargon and the use of technical language are avoided as much as possible in order to make the book accessible to educational practitioners. The research aimed at investigating teachers’ and principals’ understanding of what critical thinking is and how to teach (for) it. One particular focus was on exploring how teachers and principals guide their students as they internalize Armenian values, what they believe the role of critical thinking is in the teaching and learning of those values, and to what extent do they teach them critically. The study utilized a mixed method approach. The participants were 235 teachers and 19 principals from 24 Armenian schools in Lebanon.