Critical Thinking Cognitions and Pedagogic Practices of Thai EFL University Teachers

This dissertation examined Thai EFL university teachers’ critical thinking cognitions and pedagogic practices. Their cognitions were examined in terms of their conceptions of critical thinking and their perceptions of critical thinking development in their students. Their conceptions and perceptions were then considered regarding whether and in what way they related to their own pedagogic practices. Maintaining a sociocultural and relativist stance, this ethnographic study used methodological triangulation; the data concerning the participants' cognitions was collected by using reflective writing and semi-structured interviews, and the data concerning their pedagogic practices was collected by using non-participant classroom observations. The findings revealed that the participants conceived of critical thinking in the following three dimensions: its components (i.e., cognitive skills, affective dispositions, goal-orientation, and morality), its importance, and its innateness and teachability. These participants perceived that their students’ critical thinking varied and that the students’ critical thinking expressions could be affected by Thai culture and Thai Buddhism. The factors they perceived to have influence on their students’ critical thinking development were classified into three groups, namely, education, socialisation, and media and technology. In the observed classes, it was found that there was a two-way interaction between teachers’ cognitions and their teaching practices. Moreover, other contextual factors could also affect such practices. These findings showed that critical thinking, to some extent, could be culturally related. The participants themselves claimed that Thai culture and Thai Buddhism could both facilitate and impede the development of critical thinking in their students. This study suggests a model of the process of critical thinking, derived from the findings in this study. In addition to this, a methodological contribution, practical implications, pedagogic implications, and research recommendations are also given