English language teachers'perceptions and practices of critical thinking
İngiliz dili öğretmenlerinin eleştirel düşünme algıları ve uygulamaları
- Tez No: 770060
- Danışmanlar: YRD. DOÇ. DR. SİBEL ERSEL KAYMAKAMOĞLU
- Tez Türü: Yüksek Lisans
- Konular: İngiliz Dili ve Edebiyatı, English Language and Literature
- Anahtar Kelimeler: critical thinking, English Language Teaching, online education, teacher perception, teacher practice
- Yıl: 2022
- Dil: İngilizce
- Üniversite: European Unıversıty Of Lefke
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
Critical thinking (CT) has long gained the attention of various researchers and educators. While a lot of research has focused on CT dispositions or skills of learners, pre-service and in-service teachers, the number of studies focusing on the perceptions and practices of English language teachers, especially during online education, is limited. In order to address this gap in the literature, the present study aimed to investigate teachers' perceptions of CT and their classroom practices for the development of CT in English language courses. Teachers' perceptions in respect to the definition of CT, the importance of CT and the possible obstacles in implementing CT in language classrooms were explored. The strategies used to foster CT in the synchronous online classrooms were further examined. Qualitative research methodology was adopted in the study. The data were gathered through semi-structures interviews and online classroom observations from six English language instructors working at Middle East Technical University Northern Cyprus Campus. The findings revealed that the teachers under investigation had adequate knowledge about the concept of CT. They also acknowledged the significance of CT and emphasized the necessity to integrate it into teaching for a variety of reasons. However, several obstacles related to students, institution, teachers and culture were also noted. Finally, teachers' classroom practices illustrated that questioning, discussion, critical reading, peer and self-evaluation were the instructional strategies adopted by the majority of the participants in order to foster learners' CT skills during online education.
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