چکیده:
University faculty members are considered the foundation of development in the educational system, and the development of their skills and abilities is one of the undeniable necessities in the contemporary world. The present research was conducted with the aim of describing university professors' perspectives regarding the application of critical thinking in the teaching process. To this end, one of the qualitative research methods titled exploratory case study was used. The statistical population consisted of all faculty members of Payame Noor University of Tabriz in the academic year 2009-2010. Using purposive sampling, 12 individuals were selected as the statistical sample. For data collection, semi-structured and in-depth interviews, faculty member information forms, and researcher observations were used. The validity of the tool was reviewed and confirmed by professors in the field of educational sciences. The findings showed that most faculty members considered the concept of critical thinking to be the application of reasonable doubt. They also identified critical thinking in the skills of having sufficient information, questioning, having comprehensiveness of thought, flexibility in thinking, being analytical, and having listening skills. In addition, most faculty members emphasized the acquisitive nature of critical thinking and the important role of teaching in this matter.
خلاصه ماشینی:
University Professors' Perspectives on the Application of Critical Thinking in the Teaching Process Javad Hatami 1 *, Batool Ahmadzadeh 2 and Eskandar Fathi Azar 3 Abstract University faculty members are considered the basis of development in the educational system, and the development of their skills and abilities is one of the undeniable necessities in the contemporary world.
Teaching, critical thinking, higher education, university professors Introduction The growth and cultivation of students' intellectual skills is a complex issue in education, but today, it has reached a critical state, because the output of societal information has exceeded the power of individuals' critical thinking regarding this information, to the extent that in recent years, educational experts have expressed severe concern about students' inability in 1.
Many researchers have stated that critical thinking has practical importance in teaching (Belenky, Clinchy, Goldberger & King, 1997; Caffarella & Merriam, 1999; Kitchener, 1994).
Given the importance of critical thinking at the university level and for students & (Facione, Facione) Giancarlo, 2000; Palomba & Banta, 1999; Halpern, 2001; Barnes, (Lampert, 2007; the role of professors in the growth of students' critical thinking, 2005; Coon, 1997) (Hobaugh, 2005; and the role of education and teaching in the growth of critical thinking (Palmer, 2007), in the present research, an attempt was made to answer the research questions by describing the perspectives of university professors regarding critical thinking and their intended strategies for the purpose of developing students' critical thinking during teaching, where the main question was: what is the concept of critical thinking from the perspective of professors and how do they describe the implementation of critical thinking in teaching?
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