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Iranian EFL In-Service Teachers’ Conceptions About Critical Thinking and Its Role in Foreign Language Teaching | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 6، دوره 9، شماره 2 - شماره پیاپی 9، دی 2021، صفحه 59-78 اصل مقاله (617.26 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2021.27228.1303 | ||
| نویسندگان | ||
| Jalil Yazdankhah1؛ Bahram Behin* 2؛ Mohammad Hossein Yousefi3؛ Hassan Asadollahfam3 | ||
| 1PhD Candidate in ELT, Bonab Branch, Islamic Azad University, Bonab, Iran | ||
| 2Associate Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Azarbaijan Shahid Madani University, Tabriz, Iran, Email | ||
| 3Assistant Professor, English Language Department, Bonab Branch, Islamic Azad University, Bonab, Iran | ||
| چکیده | ||
| Adopting a qualitative design, the present study investigated Iranian EFL teachers’ attitudes toward critical thinking as well as its role in language teaching. To meet these objectives, 36 EFL teachers were selected through purposeful sampling as the participants of the study. For the purpose of the data collection, in-depth interviews, focus group interviews, and teachers’ narratives were utilized. To assure the trustworthiness of the data, several measures have been taken. The lead author conducted the in-depth as well as focus group interviews and elicited teachers’ narratives. The interviews were conducted in Persian language and the whole procedures were audiotaped. The data were transcribed verbatim and after member checking the data with the participants, they were translated into English. The data were analyzed through thematic analysis (Braun & Clarke, 2006). To assure inter coder reliability, coding the data was done by the second and third authors independently. The third and fourth authors were involved in finding the potential themes and sub-themes. Finally, five themes of efficiency, intelligence, change, success and initiation were generated as a result of the data analysis. The present study revealed that the participants emphasized some fundamental building blocks of critical thinking. The participant teachers also advocated critical thinking - focused programs in teacher education as well as its application in language teaching. The study has a number of implications for language pedagogy, teacher education and policy makers. | ||
| کلیدواژهها | ||
| in-service teachers؛ teacher education؛ language teaching؛ teacher development؛ teacher beliefs | ||
| مراجع | ||
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