CCPS-R MODEL AS AN INTEGRATIVE FRAMEWORK FOR CRITICAL THINKING DEVELOPMENT IN PRE-SERVICE EFL TEACHER EDUCATION

Auteurs

  • Marifatkhon Davronova 1 Автор

Résumé

The development of critical thinking competency in pre-service English as a Foreign Language (EFL) teachers has become one of the defining challenges of contemporary teacher education. Despite its theoretical prominence in global educational discourse, critical thinking instruction in EFL teacher preparation programmes in Uzbekistan remains fragmented, methodologically inconsistent, and insufficiently grounded in empirically validated pedagogical frameworks. Single-method approaches fail to address the multi-dimensional nature of critical thinking competency, which encompasses analytical, evaluative, metacognitive, and dialogic capacities simultaneously. The CCPS-R model — Critical-Collaborative Project Spiral with Reflective Writing — was developed in response to this gap. This paper presents the model’s theoretical rationale, structural architecture, and pedagogical implications for pre-service EFL teacher education in Uzbekistan. 

 

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Publiée

2026-06-26

Numéro

Vol. 2 No 6 (2026)

Rubrique

Articles

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Comment citer

Davronova , M. (2026). CCPS-R MODEL AS AN INTEGRATIVE FRAMEWORK FOR CRITICAL THINKING DEVELOPMENT IN PRE-SERVICE EFL TEACHER EDUCATION . International Conference on Science, Education & Law, 2(6), 194-196. https://uniconflix.com/index.php/ICSEL/article/view/5375