Critical Thinking Teachers’ Stages of Concern According to Concerns-Based Adoption Model (CBAM)
Abstract
This research aimed to identify the stages of concerns of critical thinking teachers according to the Concern-Based Adoption Model (CBAM). To achieve this goal, the researcher used the qualitative method with a basic research design. Data were collected using an open-ended statements of concern. The research sample consisted of (23) critical thinking teachers in schools Afif Education Department during the second semester of the academic year 1445 AH. The results of the research revealed that the critical thinking teachers who participated in the research were having concerns in unconcerned stage which occurred (5) times, informational stage which occurred (18) times, management stage which occurred (4) times, and consequence stage which occurred (24) times, as the result revealed that teachers’ concerns were more focused in the consequence stage, followed by the informational stage. The topics of greatest concern to teachers were teachers’ lack of knowledge of the subject, students’ lack of understanding of the subject, and students’ lack of interest in studying the subject. The results also revealed that teachers did not have any concerns in the advanced stages of interest, which are which are personal, collaboration, and refocusing stages. Considering the results obtained, the researcher recommended holding training courses for critical thinking teachers related to strategies for teaching critical thinking to raise the level of their teaching knowledge of the subject and holding training courses for them related to time management strategies and training them to reconcile teaching their basic subjects with teaching critical thinking. The researcher also recommended providing students with a printed book for the critical thinking subject instead of just the electronic book to increase their interest in the subject and spread awareness among students of the importance of critical thinking skills targeted by the critical thinking subject in their academic achievement and in their daily lives.
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