The project report documents a study which investigated how critical thinking, as required in the government education policies, was incorporated in pre-service English teacher education in China through the lens of reading instruction. Questionnaires, interviews, and classroom observations were used to understand both teacher educators’ beliefs and pedagogical practices on teaching critical reading, and focus groups were conducted among pre-service teachers to explore their perceived abilities of engaging in critical reading and of teaching it in future. The findings and recommendations in this report will offer insightful knowledge to policy makers in China, and to those providing language support in Western universities.
Citation: Liu, J., Sun, X., & Zheng, H. (2023). How is critical thinking incorporated in pre-service English teacher education in China? British Council. Available online: doi.org/10.57884/A1YC-2Y19
The report is free to download in pdf format below.