Comparative Research Of Critical Thinking Disposition Between Pre-Service Teachers And In-Service Teachers

Critical thinking disposition refers to a kind of psychological state and attitude that individuals apply critical thinking to think and solve problems.This will directly impact the use of critical thinking skills in critical thinking structure.On one hand,developing and improving teachers' critical thinking disposition is in line with the external requirements of the National Curriculum Reform and the implementation of the student quality education policy for the teachers.On the other hand,it is also the internal driving force of teachers ' own professional development and improvement in thinking quality.In 1970 s,under the influence of the liberal movement,the United States and other western countries ushered in the climax of the study of critical thinking while the study of critical thinking in China has emerged in recent years.There are many studies of teachers ' critical thinking,so in the context of localization,the study of teachers ' critical thinking needs go deeper.Therefore,the study selects the critical thinking disposition in the critical thinking structure as the research content,takes the two groups—pre-service teachers and the serving teachers as the research objects,analyzes the overall development and the group difference of the current pre-service teacher and the serving teacher's critical thinking disposition.The study tries to put forward suggestions on how to develop teacher's critical thinking disposition from the group difference.The research mainly applies the method of questionnaire to carry out a sample survey on the pre-service teachers and the serving teachers of D University.The survey tool is adapted based on the California Critical Thinking Disposition Scale and the Teacher Critical Thinking Disposition Scale after adaptation is highly reliable.After the reliability and validity test,34 questions,7 dimensions and 5-point grade scale are formed.The research finds that:(1)The critical thinking disposition of pre-service teachers is relatively positive.The disposition level is centered and there is certain room for improvement,among which the level of self-confidence of pre-service teachers is the lowest;(2)The critical thinking disposition of serving teachers is also relatively positive.The disposition level is centered and slightly biased upward in which the level of cognitive maturity is the lowest.There is also some room for improvement;(3)The level of critical thinking disposition of serving teachers is significantly higher than that of pre-service teachers.Increasing the teaching experience in practical education can be one of the methods to improve teachers ' critical thinking disposition;(4)Two groups of teachers do not differ much in gender,academic qualifications,disciplines and professional types.The two groups only differ greatly in the variable—seniority and the level of critical thinking disposition of teachers will increase along with the seniority of teachers with a slight fall in the teaching period of 16 to 20 years.