Student teachers' perceptions of critical thinking and its teaching


Research output: Contribution to journalArticlespeer-review

21 Citations (Scopus)


Although the importance of critical thinking (CT) has been stressed in English language education, little attention has been paid to language teachers' perceptions and experiences regarding CT during the pre-service stage of their careers. Drawing on data from a focus group and follow-up email interviews with pre-service language teachers, this study shows that the participants had a limited understanding of CT, and lacked preparation and support in their programmes regarding how to implement CT-oriented teaching practices. The findings also revealed a range of individual and contextual challenges faced by the participants when they tried to integrate CT into their language teaching. The study concludes with recommendations on how to cultivate a critical mindset among language teachers while developing CT-oriented pedagogies. Copyright © 2019 The Author(s).
Original languageEnglish
Pages (from-to)40-48
JournalELT Journal
Issue number1
Early online dateDec 2019
Publication statusPublished - Jan 2020


Yuan, R., & Stapleton, P. (2020). Student teachers' perceptions of critical thinking and its teaching. ELT Journal, 74(1), 40-48. doi: 10.1093/elt/ccz044


Dive into the research topics of 'Student teachers' perceptions of critical thinking and its teaching'. Together they form a unique fingerprint.