An Interrogation of the Role of Critical Thinking in English Language Pedagogy in Chile

Autor/inn/en	Veliz, Leonardo; Veliz-Campos, Mauricio
Titel	An Interrogation of the Role of Critical Thinking in English Language Pedagogy in Chile
Quelle	In: Teaching in Higher Education, 24 (2019) 1, S.47-62 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veliz, Leonardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1456424
Schlagwörter	Foreign Countries; Critical Thinking; English (Second Language); Second Language Instruction; Graduate Students; Teacher Educators; Teacher Attitudes; Student Attitudes; Masters Programs; Language Teachers; Teaching Methods; Chile + Suchen Sie Ihr Suchwort? Ausland; Kritisches Denken; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Schülerverhalten; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The present study aims to critically interrogate the role of Critical Thinking (CT) in English language education in Chile through the analysis of teacher educators' and postgraduate students' perceptions and understandings of CT in relation to their academic trajectories through university. Five postgraduate students and five teacher educators from three different Masters of Teaching English as a Foreign Language (MTEFL) programs agreed to take part in the research. Informed by a qualitative paradigm, semi-structured interviews were conducted aimed mainly at (1) unpacking teacher educators' and postgraduate students' understandings of CT; (2) investigating postgraduates' views of the place of critical thinking in their English teacher education training; (3) examining the ways in which teacher educators deal with CT in their pedagogies; and (4) identifying students' preparedness to approach reading and writing critically, as viewed by both groups of participants. Analysis of responses revealed, on the one hand, students' recognition of CT skills as necessary to succeed in academic life and, on the other, great concerns for the limited importance accorded to teaching these skills in teacher education courses. Teacher educators' responses generally showed an increasing interest in trying to incorporate the teaching of CT skills in their pedagogies, but admitted to an overall lack of consistency in the implementation process. The paper concludes with critical questions about the perceived pedagogical mismatches between teacher educators' and postgraduate students' perceptions of the role of CT in their academic journeys, and about the role of Chilean teacher education programs in addressing these issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01