Recently, studying on critical thinking disposition and its related factors as one of the teacher’s professional competences has attracted many education experts. The present study investigated the trend of critical thinking in high school teachers and its role in More
Recently, studying on critical thinking disposition and its related factors as one of the teacher’s professional competences has attracted many education experts. The present study investigated the trend of critical thinking in high school teachers and its role in their preferred teaching style. The study was descriptive and correlation. The study population included all of 4115 female high school teachers in the city of Mashhad in 2012-2013 academic year. Kukran formula and cluster random sampling of 110 teachers were selected. Research tools were the questionnaire of teaching style (Mousa Poor, 1998) and critical thinking disposition criteria of Ricketts (2003). The findings from this study showed a significant meaning (r = 0.48, p < 0.001) and teachers tendency toward active teaching style was more than passive and the overall critical thinking disposition of teachers was desirable.
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