MOROCCAN MIDDLE-SCHOOL, SECONDARY AND TERTIARY EFL TEACHING STAFF PERCEPTIONS AND INSTRUCTION OF CRITICAL THINKING

El Hassan Rouijel, Abdelmajid Bouziane

Abstract


Teaching critical thinking skills is far from being an easy undertaking. Educators take it for granted that their knowledge of critical thinking makes them ready for critical thinking instruction. Within this framework, this study investigates the Moroccan educators’ perceptions of critical thinking basics together with their perceptions of critical thinking instruction. To do so, 90 English as foreign language (EFL) teachers and lecturers belonging to middle- and high-school and higher education filled in a questionnaire that was adopted in previous studies (Stedman and Adams, 2012). Findings show that regardless of the level being taught, the respondents replied to the questions related to their perceptions of critical thinking concepts with moderate consistency and accuracy. Similarly, many of their reactions to critical thinking instruction show they need more confidence to teach it.

 

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critical thinking, knowledge, instruction, Morocco

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References


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