A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

Asgharheidari, Fatemeh; Tahriri, Abdorreza

doi:10.17507/jltr.0602.20

Cited by 28 publications

(28 citation statements)

References 27 publications

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“…A pesar de que hay unanimidad al considerar que es una competencia esencial para el estudiante, a los docentes no les resulta fácil ni explicarla ni enseñarla. El pensamiento crítico es una habilidad parcialmente adquirida, que necesita de docentes adecuados que puedan equipar al estudiante con las estrategias adecuadas para desenvolverse en el siglo XXI (Asgharheidari & Tahiri 2015;Abrami et al 2015;Abrami et al 2008). Huber & Kuncel opinan que es difícil saber hasta qué punto la universidad o la madurez del estudiante es lo que influye en la adquisición de las competencias.…”

Section: Pensamiento Crítico Y Formación Universitariaunclassified

“…Es significativo que muchos docentes reconocen la importancia de enseñar el pensamiento crítico. Sin embargo, pocos lo incorporan a sus asignaturas (Asgharheidari & Tahiri 2015). Un estudio realizado en Estados Unidos, citado por Butler (Butler 2012), indica que el ochenta y uno por ciento de empleadores requieren que se instruya mejor a los estudiantes para incorporarse al mundo laboral.…”

Section: Pensamiento Crítico Y Formación Universitariaunclassified

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El Pensamiento Crítico desde la Perspectiva de los Docentes Universitarios

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RESUMENGracias al desarrollo del aprendizaje basado en competencias, se ha producido un gran interés por el pensamiento crítico en la educación superior. La empleabilidad, por otra parte, ha influido poderosamente en su protagonismo como competencia imprescindible en el desarrollo profesional en un entorno innovador. Diversos autores han estudiado el concepto de pensamiento crítico y los procesos implicados en su desarrollo y formación. El presente artículo analiza qué entienden los docentes universitarios por pensamiento crítico y la importancia que conceden al mismo. Es una investigación mixta cuantitativa/cualitativa, con 230 docentes universitarios, que desvela interesantes resultados, como que la mayoría lo vinculan a procesos de análisis y razonamiento, algunos al cuestionamiento, evaluación y toma de decisiones y muy pocos lo entienden como acción y compromiso, siendo para todos un aspecto muy importante de la formación universitaria. Estos resultados tienen grandes implicaciones para la enseñanza-aprendizaje del pensamiento crítico en la educación superior.Palabras clave: educación superior, competencia profesional, pensamiento, aprendizaje, docencia.ABSTRACT Since the development of competency-based learning, there has been a great interest in critical thinking in higher education. Furthermore, enterprises have seen this competence as essential for professional development in an innovative environment. Several authors have studied its concepts and processes as a key element in education and in training. This article is a study about how university teachers understand critical thinking as well as the importance given to this competence. The research, both quantitative and qualitative with 230 teachers involved, shows interesting results, as the majority of teachers link this competence to processes of analysis and reasoning and some to questioning, evaluation, and decision making, but very few understand it as action and commitment. Nevertheless, all of these aspects are very important aspects of university education. Moreover, these results have far-reaching implications for the teaching-learning of critical thinking in higher education.

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Section: Pensamiento Crítico Y Formación Universitariaunclassified

El Pensamiento Crítico desde la Perspectiva de los Docentes Universitarios

et al. 2018

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“…Thinking is a very important issue in contemporary education and nowadays many teachers are interested in developing and encouraging critical thinking skills in their classrooms (Asgharheidari, F.&A. Tahriri, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Ortaokul Öğretmenleri̇ Tarafindan Öğrencileri̇n Eleşti̇rel Düşünme Beceri̇si̇ni̇n Geli̇şti̇ri̇lmesi̇

Bujari¹

2021

diyalektolog

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Encouraging critical thinking skills in students is a necessity and very significant in order to have an open-minded generation and in accordance with actual developments. Teachers should kindle students' curiosity, discussion, fair judgment, evaluation and becoming active in problem solving. Contemporary education process often emphasizes the importance of teaching and learning by focusing learning activities on research and collaborative work, encouraging critical thinking skills, creative and productive application of knowledge, an active approach in learning content and solving specific problems in project activities. The development of critical thinking skills through education is often discussed as a meaningful and necessary objective, but also an implicit and unarguable goal. The purpose of this research is to find out through empirical research whether lower secondary school teachers encourage critical thinking skills in students. The research populace consists of all lower secondary school teachers (about 8,000), whilst the representative group consists of 202 lower secondary school teachers. The overall results show that about 73.6% of teachers do encourage a high level of critical thinking in the classroom, 17.5% of them encourage an average level, while 8.9% of teachers encourage a low level. The overall average of the results, M = 3.94. Comparative results suggest that there are statistically significant differences between teachers with different characteristics on encouraging critical thinking skills in students. Empirical results show that female teachers develop a higher critical thinking skill in students, with an average, M = 112.28, than male teachers, with a significant lower average, M = 79.28, U = 3021.500, Z = -3.768, p = 0.000 <0.05.

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“…Xu (2013) views asking appropriate questions as one of the features of critical thinkers, and thus suggests building a classroom environment that encourages inquiry for students to question, predict and organize ideas. Additionally, Asgharheidari and Tahriri (2015) state that there is a close integration between language development and thinking; however, in many educational settings students develop lower order learning and rote memorization; hence, critical thinking is a requisite skill that language learners need to have for their academic and social achievements. Without a questioning and interpreting mind, students cannot go beyond being passive recipients of knowledge; that is why, student questioning enhances analysis, synthesis, interpretation and evaluation.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of English Major Students’ Interrogative Constructions

Akçayoğlu

Dağgöl

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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Questioning is known to have been used to probe the validity of an assumption, analyse the logic of an argument, and explore the unknown. Instead of lecturing what is true or false, philosophers utilized questioning for students' understanding of a subject and then leading them to discover logical conclusions. Although role and types of questions utilized by teachers have been investigated in various learning environments, not the same attention has been given to students' questions. This study aims to explore English major students' question formation in the target language and analyse their interrogative constructions in terms of correct question forms and identify the specific difficulties they face while forming questions. In line with this purpose, 30 students were provided with a set of pictures and asked to write down as many questions as they could about these pictures within the time given. The study was conducted with students in the Department of Translation and Interpreting Studies, and the participants were 14 first-year and 16 second-year students. The study also utilised an open-ended questionnaire regarding the difficulties students had while conducting the activity and forming interrogative sentences in English. Students' productions and the data collected from the openended questions were subjected to content analysis. It was found that the students constructed mostly Wh-questions and demonstrated errors in word order and verb form and that they had difficulties in forming interrogative constructions. Results are believed to help educators have a picture of challenges students face in this process.

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A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

Cited by 28 publications

References 27 publications

El Pensamiento Crítico desde la Perspectiva de los Docentes Universitarios

El Pensamiento Crítico desde la Perspectiva de los Docentes Universitarios

Ortaokul Öğretmenleri̇ Tarafindan Öğrencileri̇n Eleşti̇rel Düşünme Beceri̇si̇ni̇n Geli̇şti̇ri̇lmesi̇

An Analysis of English Major Students’ Interrogative Constructions

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