Lost in the ‘Buzzword’: Pre-service Student Teachers’ Perceptions of Critical Thinking Instructions

Abstract

Critical thinking (henceforth CT) has become one of the buzzwords among modern society as one of the human survival skills. Therefore, critical thinking instruction (henceforth CTI) should be inculcated in English language teaching as they may increase the English learners’ competence and performance. However, little is known regarding the teachers of English perceptions regarding CTI particularly within the pre-service student teachers’ instructions in the Indonesian context. In terms of perception, it may influence teachers’ behaviors in the classrooms. To this end, this study was conducted to identify the patterns of pre-service student teachers‘ perceptions of CTI in their teaching practices. A small cohort of pre-service student teachers, who had just finished their teaching practices at schools around West Sumatra province, Indonesia, became the participants of this study. The data were collected using a “perceptions of critical thinking instruction” questionnaire that the list of its questions were proposed by [3] and then revised and added by [14]. The results showed that the pre-service student teachers, perceived CT is essential for students’ development in learning. However, in their roles in CTI, their responses were varying. It is suggested that English language teaching program should enhance the concept of CT and the principles of CTI so that pre-service student teachers‘ knowledge of CT and how to inculcate CTI in their classroom practices could be developed.