Author(s)

Xhevahire Karanezi

University of Tirana, Tirana, Albania.

Reading and Writing for Critical Thinking (RWCT) is a modern teaching philosophy which is based on the philosophy of constructivism, according to which the students actively participate in building up knowledge through involvement in research activities (Kosova Education Center, 2011). Aim of the investigation: The aim of the study was to investigate the differences between attitudes and perceptions of the teachers of primary and lower secondary schools in regard to a traditional and modern teaching methodology such as RWCT. Method: This is a quantitative and a qualitative study. Questionnaires were utilized for the quantitative data collection, whereas a focus group discussion was conducted for qualitative data collection. The study was implemented in a sample of 473 9th grade school teachers in Kosovo. The sample was selected using a random sample selection with inclusion of urban and rural areas proportionally. Results: The data suggest there is a significant difference in attitudes and perception of primary and lower secondary school teachers, in all three measured scales: attitudes about traditional methodologies (t = 2.358, p = .019); attitudes about modern methodologies as RWCT (t = 3.077, p = .002) as well as teachers’ perception about the teaching process (t = 2.981, p = .003). Differences in primary and lower secondary school teachers’ attitudes and perception were also reflected in the qualitative data findings. Conclusion: Based on the quantitative and qualitative data, it can be noted that there is a significant difference in primary and lower secondary school teachers’ attitudes and perceptions towards teaching methodologies.

RWCT, Attitudes, Perceptions, Traditional Teaching, Modern Teaching

Karanezi, X. (2014) Primary and Lower Secondary School Teachers: Teachers’ Attitudes and Perceptions about Traditional Teaching Methodologies and Modern Teaching Methodologies according to RWCT. Creative Education, 5, 1567-1575. doi: 10.4236/ce.2014.516173.