PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

J

• Allinder, R. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95. https://doi.org/10.1177/088840649401700203

• Ashraf, H., Garmabi, H., & Fayendari, M. B. (2017). Do critical thinking skills lead to success in language teaching? A case of Iranian EFL teachers based on their gender and degree of education. The Journal of English Language Pedagogy and Practice, 10(20), 17-28.

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295x.84.2.191

• Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Prentice-Hall.

• Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.

• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

• Behdani, R. S., & Rashtchi, M. (2016). Assessing critical thinking ability via the writing process: Developing and implementing a rating scale. Iranian. Journal of English for Academic Purposes, 5(2), 97-115.

• Behdani, R. S., & Rashtchi, M. (2019). Process writing and enhancement of critical thinking ability: Is writing a vehicle or an ingredient of critical thinking? Iranian Journal of Applied Language Studies, 11(1), 181-200.

• Best, J. W., & Kahn, J. (2006). Research in education (10th ed.). Pearson.

• Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching. 36, 81-109. https://doi.org/10.1017/s0261444803001903

• Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. The Journal of Social Psychology, 130(3), 353-363. https://doi.org/10.1080/00224545.1990.9924591

• Cam, P. (2007a). Thinking stories: Philosophical inquiry for children: Vol.1 (F. Shahrtash & M. Rashtchi, Trans.). Hale & Ironmonger. (Original work published in 1993).

• Cam, P. (2007b). Thinking stories: Philosophical inquiry for children: Vol.2 (M. Rashtchi & F. Shahrtash, Trans.). Hale & Ironmonger. (Original work published in 1994).

• Cam, P. (2007c). Thinking stories: Philosophical inquiry for children: Vol.3 (F. Shahrtash, N. Ebrahimi, & M. Rashtchi, Trans.). Hale & Ironmonger. (Original work published in 1997).

• Cam, P. (2011). Thinking together: Philosophical inquiry for the classroom (M. Rashtchi & F. Shahrtash, Trans.). Hale & Ironmonger. (Original work published in 1998).

• Chacón, C. (2005). Teachers’ perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272. https://doi.org/10.1016/j.tate.2005.01.001

• Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.

• Creswell, J. W. (2014). Research design. Sage.

• Dewey, J. (1933). How we think. Heath.

• Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The California Academic Press.

• Fisher, A. (2001). Critical thinking an introduction. Cambridge University Press.

• Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. https://doi.org/10.1037/0003-066x.56.3.218

• Freely, A. J., & Steinberg, D. L. (2014). Argumentation and debate: Critical thinking for reasoned decision making. Cengage Learning.

• Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69. https://doi.org/10.1016/0742-051x(88)90025-x

• Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80, 69-74. https://doi.org/10.1002/tl.8005

• Hillier, Y. (2005). Reflective teaching in further and adult education. A&C Black.

• Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Heinle & Heinle.

• Knox, D. K. (2013). The California critical thinking skills test. Clemson Thinks. http://www.clemson.edu/academics/programs/thinks2/documents/scholars/summer_2013/knox_cctst.pdf

• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

• Kozikoğlu, I. (2019). Investigating critical thinking in prospective teachers: Metacognitive skills, problem solving skills and academic self-efficacy. Journal of Social Studies Education Research, 10(2), 111-130.

• Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.

• Kurfiss, J. (1983). Intellectual, psychosocial, and moral development in college: Four major theories. Council for Independent Colleges. https://eric.ed.gov/?id=ED295534

• Lipman, M. (1984). The cultivation of reasoning through philosophy. Educational Leadership, 42(2), 51-56.

• Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press.

• Lipman, M., & Sharp, A. M. (1980). Writing: How and why. Institute for the Advancement of Philosophy for Children.

• Marashi, H., & Azizi-Nassab, F. (2018). EFL teachers’ language proficiency, classroom management, and self-efficacy. International Journal of Foreign Language Teaching & Research, 6(22), 89-102.

• Marin, M. A., & Pava, L. (2017). Conceptions of critical thinking from university EFL teachers. English Language Teaching, 10(7), 78-88. https://doi.org/10.5539/elt.v10n7p78

• Marzano, R. J., & Pollock, J. E. (2001). Standards-based thinking and reasoning skills. In A. L. Costa (Ed.), Developing minds, a resource book for teaching thinking (pp. 29-35). Association for Supervision and Curriculum Development.

• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/10.3102/00346543066004543

• Pallant, J. (2016). SPSS survival manual (6th ed.). Open University Press.

• Palmer, D. J., Stough, L. M., Burdenski, T. K., & Gonzales, M. (2005). Identifying teacher expertise: An examination of researchers’ decision making. Educational Psychologist, 40(1), 13-25. https://doi.org/10.1207/s15326985ep4001_2

• Paul, R. W. (1993). Critical thinking. Foundation for Critical Thinking.

• Paul, R. W. (1995). The logic of creative and critical thinking. The Foundation for Critical Thinking.

• Paul, R. W., Binker, A. J. A., Martin, D., & Adamson, K. (1995). Critical thinking handbook: High school. Center for Critical thinking and Moral Critique.

• Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research, 13(3), 259-278. https://doi.org/10.1177/1362168809104698

• Pintrich, R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33

• Rashtchi, M. (2007). A pathway toward critical thinking through cooperative writing in an English college course in Iran. The Near and Middle Eastern Journal of Research in Education, 2(1), 1-11. https://doi.org/10.5339/nmejre.2007.2.1

• Rashtchi, M., & Jabalameli, B. (2012). How attitude, self-efficacy, and job satisfaction relate with teaching strategies? Issues in Language Teaching, 1(1), 189-224.

• Rashtchi, M., & Khoshnevisan, B. (2019). The developmental stages of teachers: A critical analysis. In B. J. Waynne & C. Cobanoglu (Eds.). Advances in global education and research (Vol. 3; pp. 2-8). ANAHEI. https://scholarcommons.usf.edu/anaheipublishing/vol3/iss2019/1/

• Rashtchi, M., & Sadraeimanesh, F. (2011). Is debate a useful strategy in enhancing the reading comprehension and critical thinking of Iranian EFL learners? Theory and Practice in Language Studies, 1(4), 361-369. https://doi.org/10.4304/tpls.1.4.361-369

• Rodríguez, S., Núñez, J. C., Valle, A., Blas, R., & Rosario, P. (2009). Auto-eficacia Docente, Motivación del Profesor y Estrategias de Enseñanza [Teaching self-efficacy, teacher motivation and teaching strategies]. Escritos de Psicología, 3(1), 1-7.

• Sabah, S., & Rashtchi, M. (2016a). An analysis of the impact of using reflective practices on the Iranian EFL teachers’ critical thinking ability. Language Related Research, 7(7), 1-21.

• Sabah, S., & Rashtchi, M. (2016b). Critical thinking in personal narrative and reflective journal writings by in-service EFL teachers in Iran: Assessment of reflective writing. Journal of Teaching Language Skills, 35(3), 157-182. doi: 10.22099/jtls.2016.3900

• Schafersman, S. (1991). An introduction to critical thinking. http://www.freeinquiry.com/critical-thinking.html

• Schwab, S. (2019) Teachers’ student-specific self-efficacy in relation to teacher and student variables, Educational Psychology, 39(1), 4-18. https://doi.org/10.1080/01443410.2018.1516861

• Shangarffam, N., & Poshti, N. R. R. (2011). The relationship among EFL teachers’ critical thinking, self-efficacy, and their perception of effective teaching. Journal of Applied Linguistics, 4(1), 175-207.

• Swanson, P. (2012). Second/foreign language teacher efficacy and its relationship to professional attrition. Canadian Modern Language Review, 68(1), 78-101. https://doi.org/10.3138/cmlr.68.1.078

• Synder, G. L., & Synder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90-99.

• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/s0742-051x(01)00036-1

• Zhang, H., Yuan, R., & He, X. (2020). Investigating university EFL teachers’ perceptions of critical thinking and its teaching: Voices from China. Asia-Pacific Education Researcher (Advance online publication). https://doi.org/10.1007/s40299-020-00500-6

• Zimmerman, B. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016