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Yazdankhah, Jalil, Behin, Bahram, Yousefi, Mohammad Hossein, Asadollahfam, Hassan. (1401). Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: A Transformative Learning Paradigm. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2022.51042.2493
Jalil Yazdankhah; Bahram Behin; Mohammad Hossein Yousefi; Hassan Asadollahfam. "Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: A Transformative Learning Paradigm". سامانه مدیریت نشریات علمی, , , 1401, -. doi: 10.22034/elt.2022.51042.2493
Yazdankhah, Jalil, Behin, Bahram, Yousefi, Mohammad Hossein, Asadollahfam, Hassan. (1401). 'Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: A Transformative Learning Paradigm', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2022.51042.2493
Yazdankhah, Jalil, Behin, Bahram, Yousefi, Mohammad Hossein, Asadollahfam, Hassan. Critical Thinking as an Essential Factor in EFL Teacher Educators’ Professional Development: A Transformative Learning Paradigm. سامانه مدیریت نشریات علمی, 1401; (): -. doi: 10.22034/elt.2022.51042.2493

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

Two Quarterly Journal of English Language Teaching and Learning University of Tabriz
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 20 تیر 1401  XML
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2022.51042.2493
نویسندگان
Jalil Yazdankhahorcid 1؛ Bahram Behin email 2؛ Mohammad Hossein Yousefiorcid 3؛ Hassan Asadollahfamorcid 4
1Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran.
2Azarbaijan Shahid Madani University
3Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran
4Department of Humanity Sciences, at Islamic Azad University of Bonab Branch, Bonab, Iran
چکیده
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 implications 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.
کلیدواژه‌ها
Key Words: teacher educators؛ critical thinking؛ professional development؛ transformative learning
آمار
تعداد مشاهده مقاله: 156


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