Взаимосвязь между критическим мышлением, саморегуляцией и предпочтениями в стиле обучения среди преподавателей английского языка как иностранного: пат-анализ
Аннотация
Учителя создают мир. Они могут изменить мышление, взгляды и жизнь своих учеников. Поэтому важно понимать факторы, способствующие развитию компетентности учителей. Критическое мышление, саморегуляция и стиль обучения являются некоторыми из тех факторов, которые влияют на эффективность работы учителей. В связи с этим в данном исследовании изучается возможное влияние способностей к критическому мышлению и стратегий саморегуляции преподавателей английского языка как иностранного на их предпочтения в стиле преподавания. Также изучалось возможное влияние способностей к критическому мышлению на самоорганизацию преподавателей. Для этого 320 преподавателям английского языка, преподающим в различных частных языковых учебных заведениях Ирана, были предложены тесты на критическое мышление Уотсона-Глейзера (форма 1), шкала саморегуляции преподавателя и опросник стилей обучения Э. Граса. Для изучения причинно-следственных связей был использован пат-анализ. Результаты показали, что учителя с более высокими способностями к критическому мышлению и навыками саморегуляции склонны применять стили, ориентированные на ученика (а именно, Фасилитатор и Делегатор), в то время как учителя с более низкими способностями к критическому мышлению и навыками саморегуляции склонны делать обратное. Кроме того, было определено значительное влияние критического мышления на саморегуляцию учителя. Выводы данного исследования могут открыть новые перспективы успешной педагогики для методистов, разработчиков учебных программ и преподавателей.
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