the cognition of preschool teachers of critical thinking skill

Document Type : Research Paper

Authors

1 Master of Curriculum Planning, Al-Zahra University, Tehran, Iran.

2 Associate Professor, Department of Management and Planning, Al-Zahra University, Tehran, Iran.

3 Assistant Professor, Department of Management and Planning, Al-Zahra University, Tehran, Iran

Abstract

This study aimes to explaining the cognition preschool teachers is of critical thinking skill. This type of study is an applied research and the research method was qualitative. The study population was all preschool teachers working in preschool institution in the city Shazand (in the Markazi province). The sample was selected from among them available and voluntarily. with eight preschool teachers unstructured and depth interviews were conducted. Also، how storytelling teachers، questioning and conversation with children were observed and guide the programs and activities of the preschool period as the document was examined. The results of the content analysis of the interviews showed that preschool teachers in theory have a relatively good cognition of the definition of critical thinking and the importance and necessity of critical thinking in the present era and teaching methods. But the results of the observation showed that in the debate that began with questions after the story more questions preschool teachers، emphasizes on knowledge and recall and afew of the questions to encourage children to aquire skills of analysis، synthesis and create and evaluation. In fact the preschool teachers in practice due to lack of sufficient knowledge of the questioning techniques did not have the skills to teach children and could not push children toward critical thinking.

Keywords

References

 
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The Journal of New Thoughts on Education
Volume 14, Issue 4 - Serial Number 50
February 2019
Pages 83-105

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