Critical thinking dispositions of Tennessee agriculture teachers
Abstract
Critical thinking is an essential component for leaders in the field of agriculture. Although critical thinking has been widely studied among students, little research has been done to evaluate the critical thinking dispositions of teachers. The purpose of this quantitative research study was to create a critical thinking disposition profile of high school agriculture teachers in Tennessee using the University of Florida Engagement, Cognitive Maturity, Innovativeness (UF-EMI) assessment. Also, demographic variables were examined to determine if a relationship exists among age, gender, level of education, years of teaching experience, route to certification, and the scores on the UF-EMI. The results revealed the majority of teachers had moderate critical thinking dispositions. There were no significant differences between the selected variables and critical thinking dispositions of the sample. The implications for agricultural education were discussed.
Subject Area
Educational evaluation|Agricultural education|Vocational education
Recommended Citation
Clarissa Y Lewis,
"Critical thinking dispositions of Tennessee agriculture teachers"
(2012).
ETD Collection for Tennessee State University.
Paper AAI1510436.
https://digitalscholarship.tnstate.edu/dissertations/AAI1510436