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RWTC is a teaching philosophy, which is based on constructive philosophy, according to which the students actively participate in building up knowledge through involvement in research activities, intelligence and reasoning (KEC, 2011). Aim of the study: The current study aimed at examining the impact of the Kosovar teacher’s work experience in their attitudes toward RWTC and perception for the teaching process. Method: This is a quantitative and qualitative study. Sample of this study consisted of 473 teachers of 9 grades schools in Kosovo. In order to provide with more and in depth information, 4 focus group discussions were conducted. Results: The findings from the quantitative study shows that there is a significant difference on teacher’s working experience and attitudes toward RWCT (p = .000). No significant differences were found in regard to teacher’s perceptions and years of working experience (p = .279) toward teaching process. These findings were in the same line with findings from focus groups discussion conducted with teachers. In general, teachers who had more years of working experience, presented with more negative attitudes toward RWCT. Conclusion: It can be concluded that teacher’s work experience is an important factor on teacher’s readiness to accept new techniques and teaching methodologies. DOI: 10.5901/jesr.2014.v4n6p121

Teacher’s Work Experience: Perceptions and Attitudes toward Reading and Writing for Critical Thinking (RWTC) Teaching Methodology