A Qualitative Study on Pre-service EFL Teachers’ Conceptualization of Critical Thinking and CT-oriented Pedagogies

Abstract

ABSTRACT: This research investigates the critical thinking (CT) experiences of fourth-year English Language Teaching (ELT) students from five different backgrounds studying at the BA program in ELT at EMU. This research explores these pre-service teachers’ conceptualization of CT and CT-oriented pedagogy and perception of how the ELT program has contributed to developing their CT abilities. It also highlights some implications on the role of culture, education, and other factors in understanding and developing CT and CT-oriented pedagogies. The research questions focused on examining: 1) the participating pre-service teachers’ educational experiences with critical thinking; 2) their current conceptualization of critical thinking and CT-oriented pedagogy; 3) their perception regarding the BA program and its contribution in developing their CT; 4) their plans to incorporate CT in their teaching within their respective contexts. In order to achieve the aim of the study, qualitative data were gathered by conducting semi-structured, in-depth, 90-minute-long interviews with five pre-service teachers. Data obtained from the interviews were thematically analyzed using ATLAS.ti, a qualitative data analysis software. The rich data obtained in this research yielded many findings. In terms of educational background, the pre-service teachers’ past education was inadequate to develop their CT. Their parents’ involvement also had an impact on their CT development. It was concluded that language proficiency facilitates the expression of CT ability and that culture and education are two factors impacting CT that cannot be separated. In terms of CT conceptualization and the perceived role of CT in ELT, the pre-service teachers displayed a non-operant yet growing understanding of CT. Their approach to CT can be divided into ontological and epistemological approaches. Two of the participants failed to perceive the role of CT in education. This indicated a lack of understanding and misconceptions related to CT on the part of pre-service teachers. Regarding the teacher education received at the ELT program, the pre-service teachers perceived it to lack explicit instruction on CT and CT-oriented pedagogies. Some teaching practices and conditions were also found unsupportive of CT development at the ELT program. Finally, concerning pre-service teachers’ teaching for CT, vague and impractical strategies of incorporating CT in language instruction were observed. CT was reduced to language instruction with an omission of CP in ELT. However, the pre service teachers displayed comprehensive awareness of factors impacting CT and potential challenges in incorporating it into their future teaching. The research concludes with several pedagogical implications, which highlight introducing pre service teachers to CT and CP early on in their training and creating a critical space in the teacher education program to allow pre-service teachers to share their understanding of and experience with CT. Finally, the research findings emphasize the need for instructors/teacher educators to employ explicit instruction on CT and CT oriented pedagogy and for ELT programs to provide ELT-specific CT training as part of their curriculum. The qualitative nature of this study and its focus on pre-service teachers’ conceptualization of CT and CT-oriented pedagogy while taking into consideration the cultural and educational factors involved, sets it apart from the dominant number of quantitative studies available in the literature. Keywords: conceptualization, critical thinking (CT), CT-oriented pedagogy, English language teaching (ELT), Eastern Mediterranean University (EMU), pre-service teachers of English