Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education
محورهای موضوعی : language teaching
حمید اشرف
1
,
هانیه گرمابی
2
,
مهری بختیاری فیندری
3
1 - Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran
2 - Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran
3 - Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran
کلید واژه: gender, critical thinking, B.A. and A.S. degrees, teaching success,
چکیده مقاله :
The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success.To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teachers’ critical thinking skill and their teaching success. Besides, findings revealed that there was a significant difference between male and female teachers regarding their critical thinking skills, and that BA teachers differed from AS teachers with regard to critical thinking skills. More specifically, male BA teachers took the most advantages from critical thinking skills than others.
این تحقیق برای بررسی اینکه آیا بین تفکر انتقادی معلمان زبان انگلیسی و موفقیت در تدریس رابطه معناداری وجوددارد یا خیر انجام شده است. برای این منظور، از 113 معلم زن و مرد زبان انگلیسی در ایران خواسته شد پرسشنامهواتسون گلاسر را تکمیل کنند. علاوه بر این، از دانش آموزان این معلمان خواسته شد تا به سوالات پرسشنامهویژگی های مدرسان موفق در تدریس زبان خارجی پاسخ دهند. تجزیه و تحلیل آماری داده ها نشان داد که بینتفکر انتقادی معلمان زبان انگلیسی و موفقیتشان در تدریس رابطه معناداری وجود دارد. علاوه بر این، یافته ها نشانداد که تفاوت معناداری بین معلمان زن و مرد در ارتباط با تفکر انتقادی آنها وجود دارد، و اینکه معلمان دارای مدرکلیسانس با معلمان دارای مدرک فوق دیپلم از لحاظ تفکر انتقادی متفاوت هستند. به طور خاص، معلمان مرد دارایمدرک لیسانس بیشترین بهره از تفکر انتقادی را دارا بودند.
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