A Comparative Study on Critical Thinking Skills of ISEC and Non-ISEC Teachers in Institutions of Higher Education in the North of China

Author

Liqin Tang

Year of Award

2023

Document Type

Dissertation

Degree Type

Doctor of Philosophy (PhD)

Degree Name

International Educational Leadership

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

John Matt

Commitee Members

William P. McCaw, Erica Allen, Patty Kero, and Zhen Cao

Keywords

Critical thinking, ISEC teachers, Non-ISEC teachers, North of China

Publisher

University of Montana

Subject Categories

Higher Education and Teaching

Abstract

Critical thinking (CT) has become a main focus in the higher education and is viewed as one of the essential skills for students to succeed in the 21^st century. Many studies focus on Chinese students and their CT skills. There is a scarcity of research targeting teachers’ CT. However, teachers are the key to successful education and they play a crucial role in any education reform. Teachers’ perception, attitude, and experience impact the educational practice. Therefore, it is imperative to examine teachers’ CT.

This study utilized a non-experimental causal-comparative methodology with an explanatory mixed methods research design. The purpose of this study was to explore the status quo (current situation) of Chinese teachers’ (including ISEC and non-ISEC teachers) CT, as well as the perception, attitude, and practice of CT among them in institutions of higher education in the north of China. There were 102 participants took the California Critical Thinking Skills Test (CCTST). The results from the quantitative research showed the CT skills of Chinese teachers fell into the upper range of moderate level. There were no significant differences or relationships in CT skills for ISEC and non-ISEC teachers based on the variables: gender, professional rank, educational background, discipline they taught, age, and years of teaching. Twelve participants were interviewed. The core phenomenon or theory emerged from the qualitative data: Chinese teachers advocated and supported CT instruction, and they had a varied and fragmented perception about CT. Although they held a positive attitude towards CT and CT instruction, they applied limited CT teaching strategies in their practice. All participants displayed a strong desire to participate in the CT training programs.

The findings from the qualitative paradigm supported, complemented, and deepened the findings from the quantitative paradigm, which offered a panoramic view of Chinese teachers’ CT in institutions of higher education in the north of China. Since there is a scarcity of literature focusing on teachers’ CT, this explanatory mixed methods research design filled the gap in this field of the literature. The results of this non-experimental causal-comparative study added new knowledge to the literature on teachers’ CT, especially Chinese teachers’ CT in institutions of higher education. Future studies should include classroom observations to offer a more authentic picture of how teachers teach students CT, or replicate this study with a larger sample from a wider scope, not only in the north and/or south of China, but also in other countries, in order to generalize the findings to a larger population.

Recommended Citation

Tang, Liqin, "A Comparative Study on Critical Thinking Skills of ISEC and Non-ISEC Teachers in Institutions of Higher Education in the North of China" (2023). Graduate Student Theses, Dissertations, & Professional Papers. 12079.
https://scholarworks.umt.edu/etd/12079