|  e-ISSN: 2757-5772

Original article | Innovational Research in ELT 2021, Vol. 2(2) 22-34

Pre-service English language teachers’ critical thinking tendencies and their teaching-learning conceptions

İrem Gürbüz

pp. 22 - 34   |  DOI: https://doi.org/10.29329/irelt.2021.416.2   |  Manu. Number: MANU-2104-04-0002

Published online: December 30, 2021  |   Number of Views: 16  |  Number of Download: 103


Abstract: As critical thinking is considered a conscious and mental process and also introduced in educational contexts, critical thinking skills and practices can be related to teachers’ conceptions of teaching-learning. Thus, this study firstly aimed to reveal pre-service teachers’ level of critical thinking and their teaching-learning conceptions, and then analyze the correlation between these two variables. The study was conducted at Çanakkale Onsekiz Mart University with Department of English Language Teaching 3rd and 4th grade pre-service teachers. On the strength of the study’s aim, it was designed as a non-experimental, mixed method with single and correlational scanning models. Therefore, the data were collected through the “California critical thinking tendency scale,” and the “Teaching-learning conceptions scale”, and finally open-ended questions prepared by the researcher related to transformational conception. For the data analysis, descriptive and correlational statistics were used via SPSS Package Program v.21.0. According to the results of the study, while pre-service teachers’ level of critical thinking is moderate, they are more inclined to the constructivist conception and there is a correlation between these two variables. The obtained data from open-ended questions reveal that most of the pre-service teachers relate transformational concepts with social development, conscious individuals and democratic values and they want to use this kind of conception during their teaching profession.

Keywords: Critical thinking, pre-service teacher, teaching-learning conceptions, tendency transformational teaching.

How to Cite this Article?

APA 6th edition
Gurbuz, I. (2021). Pre-service English language teachers’ critical thinking tendencies and their teaching-learning conceptions . Innovational Research in ELT, 2(2), 22-34. doi: 10.29329/irelt.2021.416.2

Gurbuz, I. (2021). Pre-service English language teachers’ critical thinking tendencies and their teaching-learning conceptions . Innovational Research in ELT, 2(2), pp. 22-34.

Chicago 16th edition
Gurbuz, Irem (2021). "Pre-service English language teachers’ critical thinking tendencies and their teaching-learning conceptions ". Innovational Research in ELT 2 (2):22-34. doi:10.29329/irelt.2021.416.2.


    Alper, A. (2010). Critical thinking disposition of pre-service teachers. Eğitim ve Bilim35(158), 14-27.

    Argon, T., & Selvi, Ç. (2011). Öğretmen adaylarının eleştirel düşünme eğilimleri ve çatışma yönetimi stilleri. Journal of Educational and Instructional Studies in the World, 1(1), 93-100.

    Aypay, A. (2011). Epistemolojik inançlar ölçeğinin Türkiye uyarlaması ve öğretmen adaylarının epistemolojik inançlarının incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi12(1).

    Aypay, A. (2011). The adaptation of the teaching-learning conceptions questionnaire and its relationships with epistemological beliefs. Educational Sciences: Theory and practice11(1), 21-29.

    Bakir, S. (2015). Critical thinking dispositions of pre-service teachers. Educational Research and Reviews10(2), 225-233.

    Beşoluk, Ş., & Önder, İ. (2010). Investigation of teacher candidates' learning approaches, learning styles and critical thinking dispositions. Elementary Education Online9(2), 679-693.

    Bıkmaz, F. (2017). Investigating the teaching and learning conceptions and scientific epistemological beliefs of pre-service teachers: A longitudinal study. Eğitim ve Bilim42(189), 183-196.

    Bilgin, H., & Aykaç, N. (2016). Pre-service teachers’ teaching-learning conceptions and their attitudes towards teaching profession. Educational Process: International Journal5(2), 139-151.

    Brooks, M. G., & Brooks, J. G. (1999). The courage to be constructivist. Educational Leadership57(3), 18-24.

    Cansoy, R., & Türkoğlu, M. E. (2017). Examining the relationship between pre-service teachers' critical thinking disposition, problem solving skills and teacher self-efficacy. International Education Studies10(6), 23-35.

    Cansoy, R., Polatcan, M., & Parlar, H. (2018). Research on teacher self-efficacy in Turkey: 2000-2017. World Journal of Education8(4), 133-145.

    Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.

    Chan, K. W., Tan, J., & Khoo, A. (2007). Pre-service teachers' conceptions about teaching and learning: A closer look at Singapore cultural context. Asia-Pacific Journal of Teacher Education35(2), 181-195.

    Chen, M. (2019). The impact of pre-service teachers’ dispositional mindfulness on their critical thinking dispositions. Paper presented at Honours Project, The Education University of Hong Kong.

    Coşkun, M. V., & Altınkurt, Y. (2016). The relationship between values and critical thinking dispositions of pre-service teachers. Educational Process: International Journal, 5(4), 298-312

    Cottrell, S. (2005). Critical thinking- developing effective analysis and argument. New York: Palgrave Macmillan.

    Demiral, U. (2018). Examination of critical thinking skills of pre-service science teachers: A perspective of social constructivist theory. Journal of Education and Learning7(4), 179-190

    Demirhan, E., & Köklükaya, A. N. (2014). The critical thinking dispositions of prospective science teachers. Procedia-Social and Behavioral Sciences116, 1551-1555.

    Durukan, E., & Maden, S. (2010). Türkçe öğretmeni adaylarının eleştirel düşünme eğilimleri üzerine bir araştırma. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 28, 25-53.

    Epstein, R. L. (2006). Critical thinking. Canada: Thomson Wadsworth.

    Eren, A. (2009). Examining the teacher efficacy and achievement goals as predictors of Turkish student teachers’ conceptions about teaching and learning. Australian Journal of Teacher Education, 34(1).

    Facione, P. A., Facione, N.C., & Giancarlo, C. A. F. (1998). The California critical thinking disposition inventory. California: Academic Press.

    Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing USA.

    Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture and schooling: A critical reader. Routledge.

    Goodfellow, J., & Sumsion, J. (2000). Transformative pathways: Field-based teacher educators' perceptions. Journal of Education for Teaching: International Research and Pedagogy26(3), 245-257.

    Johnson-Bailey, J., & Alfred, M. V. (2006). Transformational teaching and the practices of black women adult educators. New Directions for Adult and Continuing Education2006(109), 49-58.

    Kaye, C., & Ragusa, G. (1998). Boal's Mirror: Reflections for teacher education. Institute of Education Sciences. ERIC.

    Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme [Doktora tezi]. Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.

    Kong, S. L. (2001). Critical thinking dispositions of pre-service teachers in Singapore: A preliminary investigation. Paper presented at the AARE Conference, Fremantle, Australia.

    Kunkel-Pottebaum, H. E. (2013). Mission possible: Teachers serving as agents of social change. Education Doctoral Dissertations in Leadership. 38.

    Kuvaç, M., & Koc, I. (2014). Fen bilgisi öğretmen adaylarının eleştirel düşünme eğilimleri: İstanbul Üniversitesi örneği. Turkish Journal of Education3(2), 46-59.

    Loacker, G. (1984). Analysis and communication at Alverno: An approach to critical thinking. Alverno College.

    Maltepe, S. (2016). Critical thinking dispositions of pre-service Turkish language teachers and primary teachers. Journal of Education and Training Studies4(6), 44-50.

    Özmen, K. S. (2006). A case study on critical thinking abilities of teacher trainees at Gazi university English language teaching department (Unpublished master’s thesis). Gazi University, Ankara, Turkey.

    Palavan, Ö. (2020). The effect of critical thinking education on the critical thinking skills and the critical thinking dispositions of pre-service teachers. Educational Research and Reviews, 15(10), 606-627.

    Paul, R. & Elder, L. (2005). Critical thinking competency standards. Tomales, CA: Foundation for Critical Thinking.

    Peters, J., Le Cornu, R. & Collins, J. (2003). Constructing relationships for learning. Paper presented at the New Zealand Association for Research in Education and the Australian Association for Research in Education Joint Conference, Auckland.

    Reményi, J. V. (2016). Steps in need of teachers’ transformative professional learning. Opus et Educatio3(6).

    Rosebrough, T. R., & Leverett, R. G. (2011). Transformational teaching in the information age: Making why and how we teach relevant to students. ASCD.

    Sahin, E. A., Deniz, H., & Topçu, M. S. (2016). Predicting Turkish pre-service elementary teachers' orientations to teaching science with epistemological beliefs, learning conceptions, and learning approaches in science. International Journal of Environmental and Science Education11(5), 515-534.

    Şahin, S. A., Tunca, N., Altınkurt, Y., &Yılmaz, K. (2016). Relationship between professional values and critical thinking disposition of science-technology and mathematics teachers. Eurasia Journal of Mathematics, Science & Technology Education12(1),25-40.

    Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: The University of Chicago Press.

    Slavich, G. M. (2005). Transformational teaching. Essays from e-xcellence in teaching5.

    Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review24(4), 569-608.

    Sulaiman, W. S. W., Rahman, W. R. A., & Dzulkifli, M. A. (2008). Relationship between critical thinking dispositions, perceptions towards teachers, learning approaches and critical thinking skills among university students. International Journal of Behavioral Science3(1), 122-133.

    Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.

    Thorburn, M. (Ed.). (2017). Transformative learning and teaching in Physical education. Taylor & Francis.

    Topolovcan, T., & Matijevic, M. (2017). Critical thinking as a dimension of constructivist learning: some of the characteristics of students of lower secondary education in Croatia. Center for Educational Policy Studies Journal7(3), 47-66.

    Turan, M. B., & Koç, K. (2019). The analysis of the relationship between teaching/learning conceptions and reflective thinking in physical education teacher candidates. International Educational Studies, 12(3), 116-123.

    Ulu, H. (2019). Examining the relationships between the attitudes towards reading and reading habits, metacognitive awareness of reading strategies, and critical thinking tendencies of pre-service teachers. International Journal of Contemporary Educational Research, 6(1), 169-182. DOI: https://doi.org/10.33200/ijcer.549319

    Uluçınar, U., & Aypay, A. (2018). An evaluation of the relationship between pre-service teachers’ critical thinking dispositions and democratic values in terms of critical pedagogy. Journal of History Culture and Art Research, 7(3), 1-17. DOI: http://dx.doi.org/10.7596/taksad.v7i3.1545

    Uslu, Ö. (2016) Examining teaching-learning conceptions of preservice teachers based on different variables. International Conference on Quality in Higher Education, 24-25 November, Sakarya, Turkey.

    Uztemur, S., Dinç, E., & İnel, Y. (2020). The relationships between middle school teachers’ epistemological beliefs and learner autonomy support behaviors: The role of teaching-learning conceptions as the mediating variable. Education and Science, 45(202), 221-239

    Williams, R. L. (2005). Targeting critical thinking within teacher education: The potential impact on society. The Teacher Educator40(3), 163-187.

    Yalçınİncik, E. (2018). The Relationship between teachers' educational beliefs and teaching-learning conceptions: A mixed method study. Journal of Education and Future, (14), 149-167. DOI: http://doi.org/10.30786/jef.414487  

    Yorganci, S. (2016). Critical thinking dispositions of pre-service mathematics teachers. Participatory Educational Research3(3), 36-46.