Abstract
Reading and Writing for Critical Thinking (RWCT) is a modern teaching philosophy which is based on the philosophy of constructivism, according to which the students actively participate in building up knowledge through involvement in research activities (Kosova Education Center, 2011). Aim of the investigation: The aim of the study was to investigate the differences between attitudes and perceptions of the teachers of primary and lower secondary schools in regard to a traditional and modern teaching methodology such as RWCT. Method: This is a quantitative and a qualitative study. Questionnaires were utilized for the quantitative data collection, whereas a focus group discussion was conducted for qualitative data collection. The study was implemented in a sample of 473 9th grade school teachers in Kosovo. The sample was selected using a random sample selection with inclusion of urban and rural areas proportionally. Results: The data suggest there is a significant difference in attitudes and perception of primary and lower secondary school teachers, in all three measured scales: attitudes about traditional methodologies (t = 2.358, p = .019); attitudes about modern methodologies as RWCT (t = 3.077, p = .002) as well as teachers’ perception about the teaching process (t = 2.981, p = .003). Differences in primary and lower secondary school teachers’ attitudes and perception were also reflected in the qualitative data findings. Conclusion: Based on the quantitative and qualitative data, it can be noted that there is a significant difference in primary and lower secondary school teachers’ attitudes and perceptions towards teaching methodologies.
Highlights
Nowadays, the school is presenting an institution where reproduction and possession of information is no longer required
Based on the quantitative and qualitative findings, it can be concluded that the data resulted with significant differences between attitudes and perception among teachers of primary and those of lower secondary schools
The data resulted with significant differences in attitudes toward Reading and Writing for Critical Thinking (RWCT) and perception about teaching process among teachers of primary and lower secondary schools
Summary
The school is presenting an institution where reproduction and possession of information is no longer required. Based on the constructivism, which transforms the students from a passive recipient of information to an active participant in the learning process, the RWCT program provides teachers with specific strategies for interactive methods of teaching that helps them to prepare students to become active citizens in an open society (American Institutes for Research, 2001). RWCT is a project which enables teachers to sustain the values created through education and experience by enriching them with new knowledge which is required for their professional needs. Teachers report that they have noted ways in which their personal career has benefitted from their participation in this program (Covacs & Cretu 2010). Increasing teacher involvement in this program enables us to preserve their interest in continuous professional development and the greatest beneficiaries would be our students and our future
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
