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 |
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| container_end_page | 67 |
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| container_issue | 2 |
| container_start_page | 63 |
| container_title | College teaching |
| container_volume | 46 |
| creator | Haas, Paul F. Keeley, Stuart M. |
| description | 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) |
| doi_str_mv | 10.1080/87567559809596238 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 8756-7555 |
| ispartof | College teaching, 1998-04, Vol.46 (2), p.63-67 |
| issn | 8756-7555 1930-8299 |
| language | eng |
| recordid | cdi_jstor_primary_27558883 |
| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | 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 |
| title | Coping with Faculty Resistance to Teaching Critical Thinking |
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