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The development of EFL pre-service teachers' critical thinking in teaching practicum: a case study.

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Title: The development of EFL pre-service teachers' critical thinking in teaching practicum: a case study.
Authors: Lu, Dan1 (AUTHOR), Xie, Ya-Nan2 (AUTHOR) xyn@nenu.edu.cn
Source: Professional Development in Education. Dec2025, Vol. 51 Issue 8, p1728-1743. 16p.
Subject Terms: *Practicums, *Master teachers, *Student teachers, *Teacher education, *Evaluation methodology, Critical thinking studies, Supervision, Peer communication
Abstract: This study investigates the development of critical thinking skills among EFL pre-service teachers during their teaching practicum. The participants comprised three pre-service EFL teachers, belonging to a teaching practicum group that included one university supervisor and three middle school mentors. Data were collected through video recordings of group meetings conducted during the practicum and interviews with the pre-service teachers. Analysis of the data revealed a gradual development of critical thinking among the pre-service teachers over the course of the teaching practicum. They attributed this development to several factors, including the guidance provided by the university supervisor and middle school mentors, peer communication, and the practice of evaluation during the practicum. The implications of these findings are discussed in light of the analysis, offering insights for teacher education programmes aiming to foster critical thinking skills among pre-service teachers. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:This study investigates the development of critical thinking skills among EFL pre-service teachers during their teaching practicum. The participants comprised three pre-service EFL teachers, belonging to a teaching practicum group that included one university supervisor and three middle school mentors. Data were collected through video recordings of group meetings conducted during the practicum and interviews with the pre-service teachers. Analysis of the data revealed a gradual development of critical thinking among the pre-service teachers over the course of the teaching practicum. They attributed this development to several factors, including the guidance provided by the university supervisor and middle school mentors, peer communication, and the practice of evaluation during the practicum. The implications of these findings are discussed in light of the analysis, offering insights for teacher education programmes aiming to foster critical thinking skills among pre-service teachers. [ABSTRACT FROM AUTHOR]
ISSN:19415257
DOI:10.1080/19415257.2024.2364322