Comparison of experienced vs. novice teachers in cognitive reflection and rationality

Abstract

Relatively little is known about actual cognitive skills and thinking dispositions of teachers, despite their possible importance. In the current paper we examined two predictions related to rational performance of teachers. First, we expected that more experienced teachers have more rational thinking dispositions, are more cognitively reflective and discount the future less in comparison to novice teachers. Second, we expected that cognitive reflection is related to options involving more patience. 109 novice teachers (undergraduate students) and 55 experienced teachers participated in the study. Thinking dispositions were measured by Rational- Experiential Inventory, cognitive reflection was measured by CRT, to measure future discounting we used intertemporal choice tasks and Consideration for Future Consequences questionnaire. We found that teachers differed significantly from undergraduate students in CRT and all subscales of these measures in the expected direction, with the exception of CFC-Immediate and REI-Experiential Engagement, but we found no significant differences between teachers and students (with one exception) on intertemporal choice tasks. The results also confirmed the expected relationships between CRT, CFC and REI. These results pose some important implications for educating future teachers.

Keywords

• cognitive reflection
• rational thinking style
• consideration for future consequences
• teachers
• novice vs. expert