نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه روانشناتسی دانشگاه کردستان
2 دانشگاه پیام نور
3 آموزش و پرورش
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The purpose of this study is to investigate the barriers to the realization of critical thinking in the field of education.
In terms of the goal it pursued, this research was conducted using the grounded theory method. The studied population was all the teachers, experts and experts of the elementary level of Marivan city located in Kurdistan province. A total of 27 people were selected as a sample from the target population. The sampling method was based on theoretical saturation and they were selected with this criterion of having rich knowledge and information about the research problem. In order to collect research data, a semi-structured interview was conducted from sample people. The interviews were first recorded and then implemented.
19 central codes or sub-categories were identified from the multitude of concepts obtained. The sub-categories were coded in 3 main categories: cultural-religious, manpower and systemic-managerial context. Barriers to critical thinking in the cultural-religious field were identified in 4 categories. In the field of manpower, the barriers to critical thinking were 7 categories. In the system-management field, the obstacles in 8 categories were identified.
The results indicated that the existence of a centralist approach in education and the lack of job security in the educational system in case of critical thinking, as well as the lack of attention to people with critical thinking skills, are serious obstacles to the realization of critical thinking in education area.
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