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By Suzan Kavanoz (5230370) and Sarin Akbaş (5230373)


<p>The structure of societies has been changing with the rapid progress of science and<br> technology in the 21st century. In this new structuring era, education is the only valid<br> method to raise individuals who are able to make effective decisions, solve problems and take<br> responsibility for learning and thinking critically. For this reason, learning to think rationally<br> and critically are the keys to educational reforms in a number of educational settings<br> worldwide. In the literature about teaching critical thinking, teacher behaviors are regarded<br> as the most influential variables for the development of critical thinking among students.<br> However, teachers can implement instruction geared towards critical thinking only when they<br> develop a conception of critical thinking. This qualitative study, conducted with five EFL<br> teachers at a high school, aims at investigating in-service EFL teachers’ conceptualizations of<br> critical thinking as well as the strategies they use to infuse critical thinking into their EFL<br> courses. The findings indicate that participating teachers have adequate knowledge about<br> critical thinking and they incorporate certain techniques to cultivate critical thinking among<br> language learners. We recommend that there should be more focus on exploring critical<br> thinking conceptions and practice among EFL teachers working at different levels.</p

Topics: Medicine, Sociology, Statistics, Science Policy, Environmental Sciences not elsewhere classified, Biological Sciences not elsewhere classified, INSTRUCTIONAL, CONCEPTUALIZATIONS, PRACTICES, CRITICAL, TEACHERS, THINKING, EFL teachers, 21 st century
Year: 2018
DOI identifier: 10.5281/zenodo.1248455
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Provided by: FigShare
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