Integrating critical-thinking skills into foreign language teaching: Micro-teaching practices of pre-service teachers

Authors : Mehmet Tunaz

Pages : 183-192

Doi:10.70325/eyyad.1560708

View : 27 | Download : 20

Publication Date : 2024-12-25

Article Type : Research Paper

Abstract :This study explored the integration of critical thinking (CT) skills into the foreign language teaching practices of pre-service teachers in Turkey. Employing a qualitative research design, the study involved semi-structured interviews and micro-teaching sessions conducted with 60 pre-service English Language Teaching (ELT) students. The participants were selected through a purposive sampling method and consisted of 38 females and 22 males, aged between 20 and 26. The data analysis revealed that while the participants recognized the importance of critical thinking in language teaching, they faced significant challenges in its effective implementation. These challenges were primarily attributed to a lack of adequate training and various pedagogical constraints encountered during their preparation. The findings underscored the necessity of adopting more explicit instructional strategies and implementing targeted teacher education programs to foster the integration of CT into classroom practices. Results were categorized into four key themes: the superficial application of critical thinking, limited student engagement, challenges in balancing curriculum demands with critical thinking, and the essential role of instructional support and teacher training. These findings were discussed in relation to existing literature, providing valuable insights and recommendations for the development of teacher education programs aimed at equipping pre-service teachers with the skills and knowledge needed to promote critical thinking effectively.
Keywords : eleştirel düşünme, mikro öğretim, hizmet öncesi öğretmenler, ELT