Abstract
The aim of this study was to identify characteristics that are related to higher education teachers' (N = 263) Cognitive Reflection Test (CRT) performance, which assesses an important aspect of critical thinking (CT), and their attitudes towards teaching CT more generally. Results of a structural equation model showed that a stronger disposition towards effortful thinking, teaching in a more technological domain, and a higher level of education were related to a better CRT performance. Thinking dispositions were also related to teachers’ perceived relevance of teaching CT. Confidence in CRT performance rather than actual performance was related to perceived competence in teaching CT.
Original language | English |
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Pages (from-to) | 139-149 |
Number of pages | 11 |
Journal | Teaching and Teacher Education |
Volume | 84 |
DOIs | |
Publication status | Published - Aug 2019 |
Funding
The authors would like to thank Steven Raaijmakers for his assistance with the data analysis. This work was supported by the Netherlands Organisation for Scientific Research (project number 409-15-203 ). Appendix A
Keywords
- Critical thinking
- CRT
- Higher education
- Teaching and teacher education
- Teaching attitudes
- Thinking dispositions