Student teachers’ perceptions of critical thinking and its teaching

Rui Eric Yuan · Paul Stapleton

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Education and Critical Thinking Development EFL/ESL Teaching and Learning Teacher Education and Leadership Studies

Abstract

Abstract Although the importance of critical thinking (CT) has been stressed in English language education, little attention has been paid to language teachers’ perceptions and experiences regarding CT during the pre-service stage of their careers. Drawing on data from a focus group and follow-up email interviews with pre-service language teachers, this study shows that the participants had a limited understanding of CT, and lacked preparation and support in their programmes regarding how to implement CT-oriented teaching practices. The findings also revealed a range of individual and contextual challenges faced by the participants when they tried to integrate CT into their language teaching. The study concludes with recommendations on how to cultivate a critical mindset among language teachers while developing CT-oriented pedagogies.

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References

1994Qualitative Data Analysis: An Expanded Sourcebook 2009The Miniature Guide to Critical Thinking Concepts & Tools 2009Teacher Perceptions of Critical Thinking Among Students and its Influence on Higher Education 2009Redisciplining generic attributes: the disciplinary context in focus 2016Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP)2011Educating for critical thinking: thought‐encouraging questions in a community of inquiry 2016Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives?2013What does it mean to teach thinking in China? Challenging and developing notions of ‘Confucian education’

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2023Thinking through talk: Using dialogue to develop students’ critical thinking 2020Enhancing undergraduates’ critical thinking through research engagement: A practitioner research approach

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