EXPLORING TEACHERS’ PERCEPTIONS OF 21ST CENTURY SKILLS IN TEACHING AND LEARNING IN ENGLISH LANGUAGE CLASSROOMS IN OMAN’S HIGHER EDUCATION INSTITUTIONS

Victoria Tuzlukova, Saleh Al Busaidi, Samantha Burns, Galina Bugon

DOI Number
10.22190/JTESAP1801191T
First page
191
Last page
203

Abstract


This paper addresses the need to ensure that higher education is suitably adapted to equip students with effective skills, which are regarded key requirements for a successful professional career in the 21st century, and draws attention to the importance of these skills. In more detail, it reports on the result of a study conducted across higher education providers in the Sultanate of Oman that focused on teachers’ critical thinking skills’ conceptual knowledge and understanding; their views and perception of critical thinking in relation to the English language classroom; and the teaching and professional development of critical thinking. Findings reveal that teachers perceive the importance of employing critical thinking skills in their teaching, yet they lack support in their implementation. Both at an institutional level and in terms of professional development, there is scope for improving how critical thinking is incorporated in English language classrooms, instructional approaches and teaching materials.


Keywords

critical thinking, problem-solving, Oman, 21st century skills, teachers’ professional development

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References


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DOI: https://doi.org/10.22190/JTESAP1801191T

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