balta, elif emine uluslararası kıbrıs üniversitesi - eğitim fakültesi - türkçe eğitimi bölümü, Cyprus

Teachers’ Perceptions for Implementation of Integrated Critical Thinking and Writing Skills

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In this study, the implementation of integrated critical thinking and writing skills of Turkish teachers were requested to be identified. The study group of research has been consisted of 14 Turkish teachers who worked in TRNC. The research is based on the fact pattern science and the data of research were collected by interview method. The collected data were solved and evaluated with content analysis. Based on the research findings, the most important consequence was that the Turkish teachers do not have the complete and functional knowledge for perform the critical thinking skills integrated with the basic language skills in the lessons. Therefore, the Turkish teachers are experiencing misconceptions about critical thinking. As a consequence, in-service training about critical thinking for teachers, in the Faculty of Education, regardless of branch, development and planning of course shaped with content within the frame of higher order thinking skills, the reasonable reorganization of the applicability of the Turkish textbooks activities may be recommended.

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Turkish Language Teacher , Writing Skills , Critical Thinking , Qualitative Research

Gazi University Journal Of Gazi Educational Faculty

758