Coping with Faculty Resistance to Teaching Critical Thinking

Reluctance of college faculty to teach critical thinking may be due to many factors. Proactive strategies for reducing resistance include creating a positive context for change, communicating expertness and credibility, creating a sense of safety and trust, countering sources of student resistance,...

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Veröffentlicht in:	College teaching 1998-04, Vol.46 (2), p.63-67
Hauptverfasser:	Haas, Paul F., Keeley, Stuart M.
Format:	Artikel
Sprache:	eng
Schlagworte:	Active Learning Change Strategies College Environment College Faculty College Instruction Colleges Colleges & universities Course Content Critical Thinking Economics education Education Educational Change Educational leadership Educational Strategies Faculty Development Group instruction Higher Education Hope Learning Organizational Climate Psychotherapy Resistance to Change Teacher Attitudes Teacher Expectations of Students Teachers Teaching Teaching Methods Textbooks Theory Thinking skills
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Beschreibung
Zusammenfassung:	Reluctance of college faculty to teach critical thinking may be due to many factors. Proactive strategies for reducing resistance include creating a positive context for change, communicating expertness and credibility, creating a sense of safety and trust, countering sources of student resistance, and creating high hopes and expectations for change in students. (MSE)
ISSN:	8756-7555 1930-8299
DOI:	10.1080/87567559809596238