FATMA SAÇLI UZUNÖZ, Gökçe ERTURAN İLKER, YUNUS ARSLAN, GIYASETTİN DEMİRHAN

THE EFFECT OF DIFFERENT TEACHING STYLES ON CRITICAL THINKING AND ACHIEVEMENT GOALS OF PROSPECTIVE TEACHERS

Learning environment enriched with diverse teaching styles can be effective in fostering critical thinking (CT) and achievement goals (AG) for preparing prospective teachers to cope with challenges of twenty-first century. To examine the effect of diverse teaching styles on prospective teachers’ CT and AG; guided discovery, convergent discovery and divergent production styles (Mosston & Ashworth, 2002) were used in teaching of badminton during fourteen weeks. Voluntary participants were forty prospective classroom teachers (treatment group n=20; comparison group n=20) from a Teacher Education Program at a public university in central Turkey. California Critical Thinking Skills Test-Form 2000 (CCTST), The California Critical Thinking Disposition Inventory (CCTDI) and Trichotomous Achievement Goal Scale (TAGS) were administered as pre-post test. The results showed that diverse teaching styles had positive effect on CT skills, CT dispositions, AG of performance approach and performance avoidance, but negative effect on mastery AG of prospective teachers

Keywords:

Prospective teacher critical thinking, achievement goal, teaching style, teacher education,

PDF

___

Alper A. (2010). Critical thinking disposition of pre-service teachers. Education and Science, 35 (158), 14-27.
American Philosophical Association (APA) (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. ERIC document ED 315- 423.
Ames C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–272.
Beşoluk S, Önder I. (2010). Ogretmen adaylarinin ogrenme yaklasimlari, ogrenme stilleri ve elestirel dusunme egilimlerinin incelenmesi [Investigation of teacher candidates' learning approaches, learning styles and critical thinking dispositions] Elementary Education Online, 9 (2), 679-693, Retrieved from [Online]: http://ilkogretim-online.org.tr/
Burbach ME, Matkin GS, Fritz SM. (2004). Teaching critical thinking in an introductory leadership Course utilizing active learning strategies: A confirmatory study. College Student Journal, 38,3.
Certel Z., Çatıkkaş F, Yalçınkaya M. (2011). Beden egitimi ogretmen adaylarinin duygusal zeka ile elestirel dusunme egilimlerinin incelenmesi [Analysis of the emotional intelligence levels and critical thinking dispositions of physical education teacher candidates] Selcuk University Journal of Physical Education and Sport Science, 13(1), 74-81.
Cleland Donnelly F, Helion J, Fry F. (1999). Modifying teacher behaviors to promote critical thinking in K-12 physical education. Journal of Teaching in Physical Education, 18(2), 199-215.
Cleland F, Pearse C. (1995). Critical thinking in elementary physical education: Reflections on a yearlong study. Journal of Physical Education, Recreation, and Dance, 66(6), 31-38.
Cleland FE, Gallahue DL. (1993). Young children's divergent movement ability. Perceptual and Motor Skills, 77, 535-544.
Cleland FE. (1994). Young children's divergent movement ability: Study II. Journal of Teaching in Physical Education, 13(3), 228-241.
Cubukcu Z. (2006). Critical thinking dispositions of the Turkish teacher candidates. The Turkish Online Journal of Educational Technology, 5(4), 22-36, Retrieved from [Online]: http://www.tojet.net/
Duda JL, Nicholls JG. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290–299.
Dutoğlu G, Tuncel M. (2008). Aday ogretmenlerin elestirel dusunme egilimleri ile duygusal zeka duzeyleri arasindaki iliski. [The relationship between candidate teachers’ critical thinking tendencies and their emotional intelligence levels] Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, 8(1), 11-32.
Dweck CS, Leggett EL. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Elliot AJ, Harackiewicz JM. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70 (3), 461- 475.
Elliot AJ, Moller A. (2003). Performance-approach goals: Good or bad forms of regulation? International Journal of Educational Research, 39, 339– 356.
Elliot AJ, McGregor HA, Gable S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549–563.
Elliot AJ, Church MA. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Elliot AJ. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Emir S. (2009). Education faculty students’ critical thinking disposition according to academic achievement. http://dx.doi.org/10.1016/j.sbspro.2009.01.433. - Social and Behavioral Sciences, 1(1), 2466–2469.
Ennis RH. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4-10.
Ennis RH. (1993). Critical thinking assessment. Theory into Practice, 32(3) 179-186.
Facione AP, Sanchez CA, Facione NC, Gainen J. (1995). The Dispositions toward critical thinking, Journal of General Education, 44(1),1-25.
Facione PA. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Journal of lnformal Logic, 20(1), 61-84.
Facione PA. (2013). Critical Thinking: What it is and Why it Counts. Millbrae, CA: Measured Reasons and the California Academic Press. ISBN 13, 978-1-891557-07-1.
Facione PA, Facione NC, Winterhalter K. (2010). California Critical Thinking Skills Test Manual. Millbrae, CA: The California Academic Press.
Gabbard C, McBride R. (1990). Critical thinking in the psychomotor domain, International Journal for Health, Physical Education, and Recreation, 26(2), 24-27.
Genç SZ. (2008). Critical thinking tendencies among teacher candidates. Educational Sciences: Theory & Practice, 8(1), 107–117.
Goudas M, Biddle S, Fox K, Underwood M. (1995). ‘It ain’t what you do, it’s the way that you do it Teaching style affects children’s motivation in track and field lesson’, The Sport Psychologist, 9, 254–64.
Grosser MM, Lombard BJJ. (2008). The relationship between culture and the development of critical thinking abilities of prospective teachers. Teaching and Teacher Education, 24(5), 1364– 1375.
Guven M, Kurum D. (2008). The Relationship between teacher candidates’ learning styles and critical thinking dispositions. Elementary Education Online, 7(1), 53-70. Retrieved from [Online]: http://ilkogretim-online.org.tr.
Halpern DF. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455.
Harackiewicz JM, Barron KE, Pintrich PR, Elliot AJ., & Thrash, T.M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638– 645.
Kamla J, Lindauer J. (2002). Integrating critical thinking strategies in physical education, Strategies, 16(2), 27-29.
Kaplan A, Middleton MJ. (2002). Should childhood be a journey or a race?: A response to Harackiewicz et al. (2002). Journal of Educational Psychology, 94, 646–648.
Korkmaz O. (2009). Öğretmenlerin eleştirel düşünme eğilim ve düzeyleri. [Teachers’ critical thinking level and dispositions] Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 10(1), 1-13.
Loughran JJ. (2002). Effective reflective practice. Journal of Teacher Education. 53(1), 33–43.
McBride RE. (1992). Critical thinking – An overview with implications for physical education. Journal of Teaching in Physical Education, 11(2), 112-125.
McBride RE, Xiang P, Wittenburg D, Shen J. (2002). An analysis of preservice teachers' dispositions toward critical thinking: A cross-cultural perspective. Asia-Pacific Journal of Teacher Education, 30, 131-140.
McBride RE, Cleland F. (1998). Critical thinking in physical education. Journal of Physical Education, Recreation & Dance, 69(7), 42-52
McBride RE, Xiang P, Wittenburg D. (2002). Dispositions toward critical thinking: The preservice teacher's perspective, Teachers and Teaching: Theory and Practice, 8(1), 29-40.
Midgley C, Kaplan A, Middleton MJ. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77– 86.
Morgan K, Carpenter P. (2002). Effects of manipulating the motivational climate in physical education lessons. European Physical Education Review, 8(3), 207–229.
Morgan K, Kingston K, Sproule J. (2005). Effects of different teaching styles on the teacher behaviors that influence motivational climate and pupils’ motivation in physical education. European Physical Education Review, 11(3), 257–285.
Mosston M, Ashworth S. (2002). Teaching Physical Education. Fifth Edition. United States of America: Benjamin Cummings.
Newman RS. (1998). Students’ Help Seeking during Problem Solving: Influences of Personal and Contextual Achievement Goals. Journal of Educational Psychology, 90, 644–58.
Nicholls JG. (1989). The Competitive Ethos and Democratic Education. Cambridge, MA: Harvard University Press.
Ntoumanis N. (2001). A self-determination approach to the understanding of motivation in physical education. Journal of Educational Psychology, 71, 225–42.
Ommundsen Y. (2006). Pupils’ self-regulation in physical education: the role of motivational climates and differential achievement goals. European Physical Education Review, 12, 289-315.
Pacific Policy Research Center [PPRC] (2010). 21st Century Skills for Students and Teachers. Honolulu: Kamehameha Schools, Research & Evaluation Division. Retrieved from www.ksbe.edu/spi.
Papaioannou A, Kouli O. (1999). The effect of task structure, perceived motivational climate and goal orientations on students’ task involvement and anxiety. Journal of Applied Sport Psychology, 11, 51–71.
Pelana R. (2014). Fun learning management for physical education, sport and health. Asian Social Science, 10(5), 85-90, Retrieved from http:// dx.doi. org/10.5539/ass.v10n5p85.
Quitadamo IJ, Brahler CJ, Crouch GJ. (2009). Peer-led team learning: A prospective method for increasing critical thinking in undergraduate science courses. Science Educator, 18(1), 29-39.
Ryan AM, Pintrich PR. (1997). Should I ask for help?: The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329–341.
Saçlı F, Demirhan G. (2008). Beden eğitimi ve spor öğretmenliği programında öğrenim gören öğrencilerin eleştirel düşünme düzeylerinin saptanması ve karşılaştırılması [A determination and comparison of critical thinking levels of students in physical education teacher training program]. Hacettepe Journal of Sport Sciences, 19(2), 92-110.
Saçlı F, Demirhan G. (2011). Beden egitimi ogretmenligi, antrenorluk ve rekreasyon programlarindaki ogrencilerin elestirel dusunme becerilerinin karsilastirilmasi. [Comparison of critical thinking skills of students in physical education teacher education, coaching and recreation programs]. Hacettepe University Journal of Education, 41, 372-385.
Saçlı F. (2013). Yaratici drama egitiminin aday beden egitimi ogretmenlerinin elestirel dusunme becerileri ve egilimleri uzerine etkisi [The effect of creative drama education on critical thinking skills and dispositions of preservice physical education teachers] (Doctoral Dissertation). Retrieved from https: // tez. yok. gov.tr /UlusalTezMerkezi/
Skaalvik EM. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89,71– 81.
The Partnership for 21st Century Skills [P21] (2011). Framework for 21st Century Learning. Retrieved from http://p21.org/.
Türnüklü BE, Yeşildere S. (2005). Türkiye’den bir profil: 11-13 yaş grubu matematik öğretmen adaylarının eleştirel düşünme eğilim ve becerileri [A profile from Turkey: critical thinking dispositions and abilities of pre-service mathematics teachers of 11-13 Year]. Ankara University Journal of Faculty of Educational Sciences, 38 (2), 167-185.
Urdan T, Giancarlo C. (2001). A comparison of motivational and critical thinking orientations across ethnic groups. (McInerney, D. M. & Etten, S. V., Ed.). Research on Sociocultural Influences on Motivation and Learning. (p. 37-60). Greenwich, CT: Information Age.
Yang YTC, Chou HA. (2008). Beyond critical thinking skills: Investigating the relationship between critical thinking skills and dispositions through different online instructional strategies. British Journal of Educational Technology, 39, 666–684. Retrieved from doi: 10.1111/j.1467- 8535.2007.00767.x.
Yang YC, Newby T, Bill R. (2008). Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners’ critical thinking skills. Computers & Education, 50, 1572–1585.
Yesildere S, Türnüklü EB. (2007). Öğrencilerin matematiksel düşünme ve akıl yürütme süreçlerinin incelenmesi [Examination of students’ mathematical thinking and reasoning processes]. Ankara University Journal of Faculty of Educational Sciences, 40(1), 181–213.