Teacher Trainers’ Readiness and Perceptions of Critical Thinking Instructional Practices in Morocco


  • Mohammed Qasserras
  • Lhoussine Qasserras


Critical Thinking in Morocco, Education Quality, Teacher Training


This study explores teacher trainers’ readiness and practices of critical thinking in the EFL classroom. A case study approach was set out to understand this phenomenon in depth, supported by a questionnaire to collect data. The findings indicated that teacher trainers are aware of the importance of incorporating critical thinking in their classrooms. However, the application of CR in the EFL classroom is still vague to the participants, as most of them did not receive any focused training on CR practice in the EFL classroom. Yet the lack of professional development, a well-rounded curriculum, and large classes are among the major obstacles that may prevent instructors from using this pedagogical element in their instructional practices.


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