earticle

영어

Critical thinking is regarded as one of the essential skills for the advanced level of education. Compared to the ‘English change’ agenda in the globe, teacher education for critical literacy(CT) is rarely covered. The purpose of the present study is to look into Korean pre-service English teachers' awareness and perspective toward critical literacy. Four graduate students from the school of education responded with their thoughts and opinions about conducting CT in Korean English classrooms. Semi-structured interview analyses showed participants rarely had knowledge about critical literacy. Despite their hesitation to use CT in class, they know English is a powerful tool to live in Korean society and the CT approach is expected to enable students to express and share their own opinions and have multiple perspectives. However, rigid curriculums, scoring systems, and learners' lower proficiency would be obstacles for teachers when using CT in the classroom. The study concludes that CT starts from raising awareness of various social issues and can empower students to be competent global citizens. The study also emphasizes teacher education for preparing the English change around the globe.