تدوین مدل علی سبک تدریس و باورهای معرفت شناختی معلمان بر اساس تفکر انتقادی با میانجی‌گری سازمان شخصیت

Teaching style is the method through which the teacher creates favorable educational conditions and provides learning conditions for learners. It also shows the quality of behavior that the teacher uses in leading the class and refers to the behavior that the teacher shows in his interactions with students and plays an important role in different aspects of teaching (Darvishgadimi & Roudbari, 2008). (Pirei & Pourfarhadi, 2018) quoted by Riechmann & Grasha (1996) introduced the teaching style as influenced by the values, beliefs, attitudes and cultural and social background of the teacher. He believes that one of the most comprehensive teaching and learning styles is Grasha and Richman's teaching and learning model. In this model, he has paid attention to the teaching style from the point of view of teaching approaches that are either comprehensive or teacher-oriented. In addition to the teachers' teaching style, another factor affecting academic achievement and motivation is the critical thinking that students need to acquire in schools and to evaluate what they have heard, read, thoughts and beliefs that they encounter in life and about them. Make rational decisions (Sajdirad et al., 2021). Thinking is the basis of any kind of learning and the development of any skill or knowledge depends on it. Critical thinking as one of the missions of higher education has recently been highly considered. Critical thinking is a kind of reasoned, orderly, purposeful, logical and result-based thinking that examines and analyzes information in a scientific way and includes both emotional and cognitive aspects. Critical thinking skills allow people to gain deep and clear views; they become interested in the events and choose an acceptable and fair way to perform the action. The research of Shiralinejad (2017) showed that there is a relationship between the tendency to think critically and the teaching style of professors, and the tendency to think critically is a significant predictor of teaching style.

Personality psychologists believe that the personality and psychological characteristics of people play a role in all their actions. In this regard, paying attention to the character of the teacher in the classroom environment is considered very serious recently. Personality organization was introduced by Kernberg (2002) and has made an important contribution to the understanding and treatment of personality disorders (Arocca et al, 2020). Personality organization refers to different levels of personality in terms of identity coherence, quality of subject relationships, maturity of defenses, flexibility or dryness of personality (Clarkin, 2015). Epistemological beliefs are defined as a person's beliefs about knowledge and knowing and are the result of a personal evaluation about how to obtain knowledge and its limits and criteria (Sardari, 2020). Epistemological beliefs are one of the non-academic factors that predict progress motivation through learning approaches. Individuals' beliefs about the nature of knowledge and the learning process, which are known as epistemological beliefs, are related to many aspects of critical thinking learning and academic achievement. Schumer believes that epistemological beliefs are part of the underlying mechanisms of metacognition, and in the analysis of people's beliefs about knowledge and learning, he has reported four beliefs, which include: 1_ Belief in the stability of ability 2_ Belief in the speed of learning 3_ Belief in the simplicity of knowledge 4_ Belief in certainty are knowledge. Since the dynamism and efficiency of teaching and the realization of scientific insight in association with critical thinking have been considered as one of the important goals of educational systems for teachers and learners, the basic question of the current research is whether teaching style and epistemological beliefs can be Predict teachers based on critical thinking mediated by personality organization?

The present study was carried out by correlation method. According to the purpose of applied research, and according to the method of data collection, it is a descriptive-correlation type of research. The statistical population of the research consisted of all the teachers working in education system in Saqez city who were teaching in the academic year 1402-1403. According to the statistics obtained from the expert of the relevant department, there were 500 of them. According to the number of research variables and the researcher's efforts to select a representative sample to generalize the results to the statistical population of the study, according to Kline (2015) principles, 217 elementary school teachers (male and female) were selected as a statistical sample using a simple random sampling method. Research tools were Richman's (1996) teaching style questionnaires, Schumer's epistemological beliefs (1990), Rietkes' critical thinking (2003) and Kernberg personality organization (2002). The data was analyzed using SPSS and Lisrel software.

The results of this research showed that there is a relationship between teachers' teaching style and their critical thinking. There is a relationship between epistemological beliefs and critical thinking. There is a relationship between teachers' personality organization and their teaching style and epistemological beliefs. Organization-personality variable as a mediator has an indirect effect on the relationship between teachers' teaching style and their epistemological beliefs with critical thinking. Teachers who have normal personality organization have a more adaptive and dynamic teaching style and face knowledge and knowledge themes more realistically.

In explaining the results of this research, it can be said that the organization of the personality as a whole that affects all the actions and interactions of a person with himself and the world around him, can determine the way a person faces various issues and issues in different situations. . The personality structure is a relatively stable structure of internalized subject relations. It seems that teachers with normal personality organization can effectively implement classroom interactions, teaching style and knowledge search based on reality due to their realism. These people have the necessary dynamics in their experiences due to their reality testing and adaptive defense mechanisms. As a limitation of the research, since this research was carried out at the elementary level and at the level of Saqez city, caution should be observed in order to generalize to other levels and other strata of society. It is suggested that this research be carried out in other educational levels and other societies as well. It is also suggested that the managers of the education organization take measures to strengthen the critical thinking of teachers and their epistemological beliefs and to pay attention to the structure of their organization-personality in the recruitment and employment of teachers.