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Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: a Transformative Learning Paradigm

Document Type : Research Paper

Authors

1 English Language Department, Bonab Branch, Islamic Azad University, Bonab, Iran

2 English Language & Literature Department, Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

The present qualitative research sought to investigate EFL teacher educators’ experiences and attitudes toward critical thinking and its role in teacher professional development. The adopted design was a case study and the theoretical framework was the theory of transformative learning (Mezirow, 1978). For the data collection purpose, 30 EFL teacher educators participated in in-depth interviews. The  whole procedure of  the data collection was audiotaped for further reference in data analysis. The interviews were transcribed to familiarize with the data and the transcribed interviews were member checked with the participants. The collected data were analyzed through reflective thematic analysis. The data analyzed paved the way for generating three themes: cognition, metacognition, and personal growth/self attainment. The findings of the study comprise a number of implicatios for both theory and practice. One aspect of our contribution is that the notion of critical thinking can be conceived as more than cognitive and metacognitive one; it should be conceptualized as possessing both facets as well as other possible subsets. Beyond that, we suggest that critical thinking should be conjectured as being both a process and a product.

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References
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Journal of English Language Teaching and Learning
Volume 14, Issue 30 - Serial Number 30
Fall & Winter 2022
November 2022
Pages 194-208
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