Teachers' Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School.
Saved in:
| Title: | Teachers' Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School. |
|---|---|
| Authors: | Fernandes, Ricky (AUTHOR), Willison, John (AUTHOR), Boyle, Christopher (AUTHOR), Muliasari, Desiani (AUTHOR) |
| Source: | Educational Studies. Jan/Feb2025, Vol. 61 Issue 1, p22-39. 18p. |
| Subjects: | Professional employee training, English language, Foreign language education, Indonesian language, Language ability |
| Abstract: | Critical Thinking development in Indonesian secondary schooling has been paired and emphasized in English as an Additional Language in order to respond to global changes and position the nation for better engagement with global concerns. This article presents a qualitative study that investigated in-service teachers' perceptions about facilitating Critical Thinking in their English language classes in an Indonesian high school through in-depth interviews. Teacher interviews in this study were analyzed with Interpretative Phenomenological Analysis, and the findings revealed that teachers appeared to lack Critical Thinking concepts and were faced with constraints in their English language classes. Substantial obstacles such as inadequacies of students' English language proficiencies, authentic Critical Thinking materials in English as an Additional Language as well as appropriate assessment tasks also minimized teachers' efforts in facilitating and developing Critical Thinking in their English language classes. As a result, teachers claimed that they required further professional learning about Critical Thinking practices and related assessment tasks before they would be able to effectively facilitate students' Critical Thinking. The need to overcome these barriers to effective Critical Thinking facilitation in English language classes provides a rationale for including observations of teacher and student practices in classrooms, as well as policy. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
