A STUDY ON TEACHER’S PERCEPTION OF CRITICAL THINKING AMONG STUDENTS AND ITS INFLUENCE ON 21ST CENTURY EDUCATION
Abstract
This research paper presents an analysis of critical thinking skills among government school teachers in District NW-A, Delhi. In relation to the four Cs of 21st-century skills, the purpose of this research is to learn more about teachers' perspectives and understanding of critical thinking skills. A total of 390 teachers from a wide range of subject areas participated in the study by responding to a questionnaire that was provided in the form of a Google Form. The information was analyzed by using descriptive statistics, and the results were laid up in tables and figures for presentation. According to the results, teachers are generally in agreement on the importance and benefits of critical thinking new skills, with high agreement scores for items related to new idea discovery and problem solving. However, there is opportunity for development in areas such as promoting balanced thinking and providing an appealing teaching atmosphere. The study also reveals variations in the practice of several critical thinking skills components, implying the necessity for customized training programs to improve skills such as inferring and decision-making.
Keywords: Critical Thinking, 21st Century Skills, Government School Teachers, Components of Critical Thinking, Teacher Training.
