English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Critical thinking is very important in the area of education, because it is an essential tool for solving problems and making good decisions. Through applying critical thinking in learning, students can become creative in discovering the best method of learning and organizing their work. Therefore, critical thinking is not an educational choice and all learners should be taught to think critically. The primary objective of this paper is to study whether teaching experience played a role in teachers’ level of use of critical thinking. The quantitative method was used. The respondents of the study were Moroccan English high school teachers. A questionnaire was used to collect data from teachers. Both the online version and the paper-based version of the questionnaire were used to gather data from the participants.  A total of 423 questionnaire were collected from the respondents. The Statistical Package for Social Sciences (SPSS) version 19 was used to analyze the data. The findings reveal that teaching experience significantly impacts teachers’ level of use of critical thinking. This suggests that there is a connection between teachers’ effectiveness and years of experience.

INFLUENCE OF TEACHING EXPERIENCE ON TEACHERS’ LEVEL OF USE OF CRITICAL THINKING