Teacher belief about integrating critical thinking in English teaching in China-Reference-Cited by-同舟云学术

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Teacher belief about integrating critical thinking in English teaching in China

Published:2022-02-24 Issue:1 Volume:49 Page:137-152
ISSN:0260-7476
Container-title:Journal of Education for Teaching
language:en
Short-container-title:Journal of Education for Teaching

Author:

Ma Lihong¹^ORCID,Liu Ning²³

Affiliation:

1. School of Foreign Languages University of Science & Technology Beijing, Beijing, The People’s Republic of China

2. English Teaching Department Open University of China, Beijing, The People’s Republic of China

3. Education Department Beijing Normal University, Beijing, The People’s Republic of China

Funder

National Research for Educational Examination in China

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02607476.2022.2044267

Reference45 articles.

1. What Teacher Knowledge Matters in Effectively Developing Critical Thinkers in the 21 st Century Curriculum?

2. Strategies for Teaching Students to Think Critically

3. Using a narrative approach to illuminate teacher professional learning in an era of accountability

4. On the relationship among critical thinking, language learning strategy use and university achievement of Iranian English as a foreign language majors

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1. The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy;Cognitive Processing;2024-08-31

2. Seven reasons why elementary school teachers do not encourage their students' metacognition in L1 language lessons;European Journal of Education;2024-08-19

3. Enhancing intercultural communication skills: The impact of drama in Chinese language teaching;Language Teaching Research;2024-08-01

4. Teachers’ belief and practice in environmental education: evidence from an Indonesian Islamic primary school;Education 3-13;2024-05-15

5. Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement;BMC Psychology;2024-03-14

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