METHODOLOGY FOR DEVELOPING CRITICAL THINKING SKILLS OF FUTURE ENGLISH LANGUAGE TEACHERS

Authors

  • Ne’matullayeva Xilola Lutfulla qizi Samarkand branch of Kimyo International university of Tashkent Author

Keywords:

Critical thinking, English language teaching, teacher education, methodology, active learning, reflective practice, collaborative learning, technology integration, critical pedagogy, higher-order thinking skills

Abstract

This article delves into the critical importance of cultivating critical thinking skills in pre-service English language teachers. It critically examines the existing literature on critical thinking pedagogy and proposes a comprehensive methodological framework designed to foster these essential skills within teacher education programs. The framework integrates a variety of pedagogical approaches, including active learning strategies, reflective practice, collaborative learning, technology integration, and explicit instruction on critical thinking principles. The article argues that developing critical thinking is not merely an added benefit but a fundamental requirement for effective English language teaching in the 21st century. It emphasizes the need to move beyond rote learning and passive knowledge absorption towards empowering future teachers to become analytical, evaluative, and reflective practitioners who can, in turn, cultivate these skills in their own students. The proposed framework offers practical strategies and guidelines for teacher educators to implement, fostering a learning environment that promotes critical thinking development and prepares future teachers to meet the complex demands of the profession.  

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References

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Published

2025-02-01