Teacher's Beliefs about Methods of Teaching Critical Thinking According to Student's Capacities

Abstract: This research was conducted with the purpose of evaluating teachers’ beliefs about critical thinking methods based on learner advantages through the method of correlation. 202 teachers were selected through cluster random sampling from Tabriz. The instrument employed in the study was the Critical Thinking Belief Appraisal (CTBA). Within-Subjects ANOVA procedures were applied for determine differences for each of the four factors. The results revealed significant differences among the teacher's beliefs regarding the four-factor model. The results also indicated that teachers rated high-CT prompts as more effective with high-advantage learners than low-advantage ones. In addition, teachers also rated low-CT prompts as more effective with high-advantage than low-advantage learners. From this viewpoint, teacher training practices are needed in order to promote more equitable use of high-CT activities in the classroom, with the goal of fostering the application of high-CT activities for low-advantage learners.