The Degree of Practicing Critical Thinking Skills among English Teachers at North Gaza Schools and Its Relation with Some Variables (Gender, Years of Experience) درجة ممارسة مهارات التفكير الناقد لدى معلمي اللغة الانجليزية في مدارس الأنوروا في شمال قطاع غزة وعلاقتها بمتغيري (النوع ، وسنوات الخبرة)

الملخص

Abstract

This research aimed to measure the degree of the practicing the critical thinking skills (Recognition of assumptions, interpretation, Evaluation of Argument, deduction, inference.) by  English teachers at UNRWA North Gaza Schools,  and  investigate the impact of gender, and years of experience on this degree.

The researchers used the descriptive approach, and the critical thinking Scale, that has been shortened to suit the target group contain (29) paragraphs the researches measured validity and reliability, and distributed to a sample of (43)  English teachers at UNRWA North Gaza Schools.

The results showed that The degree of English teachers’ practice for critical thinking skills was in a low degree and did not reach the educational acceptable level (80%).  There is no Statistical significant differences in the degree of English teachers' practice for Critical  thinking skills attributed to the variables of gender and the results also showed that there is no statistical significant differences in practices of critical thinking skills among teachers due to years of experience.

The researchers suggested establishing training courses to develop  the English teachers' critical thinking skills .