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Abstract
The aim of this study is to investigate whether English language instructors' critical thinking dispositions change according to their education level, gender, experience , the level they teach and the faculty they graduated from. The scope of this study is composed of 112 English language instructors working at preparatory schools of Antalya International University, Gazi University and Atılım University. In this study the general scanning model is used within the scope of descriptive research. The data collection instrument used in this study is "California Critical Thinking Disposition Scale", which was adapted to Turkish language by Kökdemir in 2003. To answer the 1.,2.,5., questions , as there is one independent variable having 2 categories and one dependent variable T-test was done. Moreover, for both groups normality distributions were analyzed. Besides, for the homogeneity of variance , the test of Levene was implemented. For the 3. and 4. questions, as there is one independent variable having three categories and one dependent variable one way ANNOVA was implemented. Moreover, normality distribution was analyzed for each group’s dependent variable. In order to analyze the differences between groups Post-hoc Bonferoni was conducted. According to the findings of the study, there is no significance between English language instructors' critical thinking dispositions and their education level and their year of experience. However, there is significance between their critical thinking skills and their gender, the level that they teach and faculties they graduated from.
Keywords
Abstract
The aim of this study is to investigate whether English language instructors' critical thinking dispositions change according to their education level, gender, experience , the level they teach and the faculty they graduated from. The scope of this study is composed of 112 English language instructors working at preparatory schools of Antalya International University, Gazi University and Atılım University. In this study the general scanning model is used within the scope of descriptive research. The data collection instrument used in this study is "California Critical Thinking Disposition Scale", which was adapted to Turkish language by Kökdemir in 2003. To answer the 1.,2.,5., questions , as there is one independent variable having 2 categories and one dependent variable T-test was done. Moreover, for both groups normality distributions were analyzed. Besides, for the homogeneity of variance , the test of Levene was implemented. For the 3. and 4. questions, as there is one independent variable having three categories and one dependent variable one way ANNOVA was implemented. Moreover, normality distribution was analyzed for each group’s dependent variable. In order to analyze the differences between groups Post-hoc Bonferoni was conducted. According to the findings of the study, there is no significance between English language instructors' critical thinking dispositions and their education level and their year of experience. However, there is significance between their critical thinking skills and their gender, the level that they teach and faculties they graduated from.
Keywords
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