ERIC Number: ED030625
Record Type: RIE
Publication Date: 1969-Mar-25
Reference Count: 0
The Critical Thinking Ability of Teachers and Its Relationship to the Teachers' Classroom Verbal Behavior and Perceptions of Teacher Purposes.
Hunt, E. Joan; Germain, Marcia S.
To examine the relationship between a teacher's critical thinking ability and his classroom verbal behavior and perception of teaching purposes, 39 teachers first completed the Watson-Glaser Critical Thinking Appraisal. The 10 highest and 10 lowest scorers were then observed and videotaped in their classrooms during three one-half hour periods, and their transcribed verbal behaviors were classified according to amount of student support and type of thought process (routine, cognitive memory, and convergent, evaluative, or divergent thinking). Finally, the 20 participants completed 10 questions about their teaching purposes and learning goals. Analysis of data revealed that teachers who had scored highly in critical thinking made a significantly greater number of comments in the categories of convergent, evaluative, and divergent thinking, and in support of students than did teachers with low critical ability; their stated purposes and goals were also more manifest in the classroom and were both academically oriented and student-centered. If training students in critical thinking is the central purpose of schools (and research indicates that critical thinking ability can be taught), then teachers need to be trained as models of such thinking during their own preservice or inservice education. The question remaining is who will teach the teachers' teachers? (LP)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Presented to the 1969 Conference of the American Educational Research Association, Los Angeles, California