The relationship between culture and the development of critical thinking abilities of prospective teachers

Grosser, Mary; Lombard, B.J.J.

doi:10.1016/j.tate.2007.10.001

Cited by 52 publications

(34 citation statements)

References 8 publications

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“…Teachers are key agents in the improvement of education, whose roles and responsibilities undergo changes accordingly. Teachers throughout the world should possess the knowledge, skills, and attitudes needed to successfully and effectively implement the technologically oriented policies and resources in ways that are meaningful and valuable to the students (Eteokleous 2008; Grosser and Lombard 2008). However, training is severely lacking for teachers who want to go beyond standard applications, such as word processing, and want to use assistive technology with their students (Abner and Lahm 2002).…”

Section: Introductionmentioning

confidence: 99%

E-learning divides in North Cyprus

Uzunboylu

Tuncay

2009

Asia Pacific Educ. Rev.

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The purpose of this study is to find out the differences in e-learning competences of teachers. The independent variables used were geographic location, teaching experience, Internet access, e-learning training needs, ICT teacher/non-ICT teachers, and status. A questionnaire was developed to examine the e-learning competencies of vocational high-school teachers in North Cyprus. Findings reveal that the e-learning competencies of teachers in North Cyprus can be classified according to technology-based e-learning, web-based e-learning, and administrative e-learning. In addition, there is an e-learning divide between those teachers who are experienced and those who are not, those who have limited Internet access and those who have unlimited Internet access, those who have less training needs and those who have more training needs, and between ICT teachers and non-ICT teachers.

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Section: Introductionmentioning

confidence: 99%

E-learning divides in North Cyprus

Uzunboylu

Tuncay

2009

Asia Pacific Educ. Rev.

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“…And according to this correlation, with increasing level of information literacy, critical thinking dispositions also increase and with decreasing level of information literacy, critical thinking dispositions decrease. When the relevant literature is examined, it is seen that many studies (Aybek, 2006;Akkoyunlu & Kurbanoğlu, 2002;ALA, 2002;Ennis, 1991;Grosser & Lombard, 2008) point out that information literacy level is a pre-requisite for critical thinking. In a similar manner, the findings of the current study revealed that the teachers' information literacy levels are low and critical thinking dispositions are medium.…”

Section: Discussionmentioning

confidence: 99%

“…The main responsibility should be taken by schools accordingly by teachers to train such individuals. Grosser and Lombard (2008) stress that one of the best place to gain critical thinking skill to students is the classroom, and the person occupying the best position to construct settings where critical thinking processes can jel.ccsenet.org Journal of Education and Learning Vol. 6, No.…”

Section: Problem Statementmentioning

confidence: 99%

The Effect of Information Literacy on Teachers’ Critical Thinking Disposition

Sağlam¹,

Çankaya²,

Ucer³

et al. 2017

JEL

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The concepts of information literacy and critical thinking are two important concepts of today's information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers' critical thinking disposition and information literacy. The study was conducted in line with relational survey model. The study group of the research is comprised of 626 secondary school teachers working in 22 secondary schools located in the Şehzadeler province of the city of Manisa in Turkey. The scales were administered to all the teachers in the study group. However, the total number of teachers sampled resulted in 473 (75.56%) usable survey protocols. In the collection of the research data, Turkish adaptation of California Critical Thinking Disposition Inventory (CCTDI-T) and Information Literacy Scale were used. The findings of the study revealed that the teachers' critical thinking disposition and their information literacy levels are "low". Besides, it was found that there is a significant, positive and bilateral relationship between the teachers' critical thinking disposition and information literacy. Moreover, the regression analysis results indicate that the dimensions of information literacy level explain 15% of critical thinking.

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“…In the area of cognitive presence, there has been work on reflection (Stefani, 2004), schemata (Grossera & Lombard, 2008), cognitive load (Hron & Friedrich, 2003), also on teaching thinking skills (Duron, Limbach, & Waugh, 2006;MacKnight, 2000). A review of 252 reports from 2000-2008 which referenced Garrison, Anderson and Archer's community of inquiry framework (Rourke & Kanuka, 2009) indicated "that it is unlikely that deep and meaningful learning arises in CoI" (p. 19).…”

Section: Dialogue and Learningmentioning

confidence: 99%

A dialogic approach to online facilitation

Swann

2010

AJET

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Social construction of understanding has long been a significant underlying principle of learning and teaching and while there are many models for the design of online activities to promote this there are considerably fewer models for the facilitation of such dialogue. This paper examines some of these facilitation models from the point of view of a university lecturer seeking to encourage social construction of understanding through online dialogue and proposes an alternative which extends the principles of Community of Inquiry theory. It unpacks conceptions of knowledge and dialogue in order to aid learning and teaching through online dialogue. Further, it provides principles for the active encouragement of participation in that dialogue.

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The relationship between culture and the development of critical thinking abilities of prospective teachers

Cited by 52 publications

References 8 publications

E-learning divides in North Cyprus

E-learning divides in North Cyprus

The Effect of Information Literacy on Teachers’ Critical Thinking Disposition

A dialogic approach to online facilitation

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