pre-service teachers’ understanding and implementation of critical thinking

The concept of critical thinking (ct) has long been known to be an integral part of english language education, yet teachers experiences of ct during pre-service training have received scant attention. findings from a focus group interview and a follow-up personal interview with 45 pre-service language teachers revealed that participants did not have a deep understanding of ct, nor did their programs provide adequate preparation or support for implementing ct-based teaching methods. additionally, participants reported a range of personal and contextual challenges they encountered when integrating ct into their instructional practices. in the study s conclusion, recommendations are made for developing ct-based pedagogies that cultivate an analytical mindset among language teachers.