Determining the Levels of Deconstructive Critical Inquiry Among Pre-Service English Language Teachers

Year 2025, Volume: 10 Issue: 1, 179 - 191, 15.03.2025

Dilay Turalı , Ece Naz Ebe , Feryal Çubukçu

https://doi.org/10.29250/sead.1601444

Abstract

The purpose of this study is to determine the deconstructive critical inquiry levels among pre-service English language teachers. The research is descriptive in nature. Given that the aim was to assess the critical inquiry levels of English language teacher candidates, a quantitative research technique was employed. To this end, Anuar and Sidhu's (2017) The Critical Inquiry Scale was administered to 92 pre-service English language teachers whose ages varied between 18 and 23. A t-test was conducted to explore the gender differences while an ANOVA test was applied to assess the class-related variables. The study determined that there were no significant differences based on gender or class, and the inquiry levels of the pre-service English language teachers was quite high.

Keywords

Critical thinking, Deconstruction, Pre-service language teachers

Ethical Statement

CONFLICT OF INTEREST STATEMENT The authors declare that there is no conflict of interest in this study. RESEARCH AND PUBLICATION ETHICS STATEMENT The authors declare that research and publication ethics are followed in this study. The necessary permission to conduct the study was obtained from Human Reseacrh Educational Sciences Ethics Committee of Dokuz Eylül University (02/04/2024-21). AUTHOR LIABILITY STATEMENT The authors declare that the “Conceptual Framework, Research, Post Draft, Review and Editing, Visualization” part of this study were done by Lecturer Dilay Turalı, “Conceptual Framework, Research, Post Draft, Review and Editing, Visualization” part of this study were done by Ece Naz EBE and “Conceptual Framework, Method Design, Post Draft, Review and Editing” part of this work was done by Prof. Dr. Feryal ÇUBUKÇU.

Supporting Institution

This study was prepared within the scope of TUBITAK 2209 (Project No: 1919B012314061) project.

Project Number

This study was prepared within the scope of TUBITAK 2209 (Project No: 1919B012314061) project.

References

• Anuar, N. & Sidhu, G. (2017). Critical reading skills: A Survey of Postgraduate Students' Perspective of Critical Reading. Pertanika Journal of Social Science and Humanities, 25, 163-172.
• Aybek, B., & Aslan, S. (2015). Öğretmen adaylarının eleştirel okuma özyeterlik algılarının çeşitli değişkenler açısından incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 4 (4), 1672–1683.
• Biesta, G. (2009) Education after deconstruction: between event and invention. Counterpoints, 323, 97-113.
• Can, Ş. & Kaymakçı, G. (2015). Öğretmen adaylarının eleştirel düşünme eğilimleri. Education Sciences, 10(2), 66-83. https://doi.org/10.12739/NWSA.2015.10.2.1C0633
• Caputo, J. D. (1997). Deconstruction in a nutshell: A conversation with Jacques Derrida. Fordham University Press.
• Creswell, J.W. (2003) Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Inc.
• Derrida, J. (1988) Letter to a Japanese friend, in D. Wood & R. Bernasconi (Eds) Derrida and différence. Northwestern University Press.
• Derrida, J. (1990) Du droit a` la philosophie. Galilée
• Derrida, J. (1994). Specters of Marx: The State of the Debt, the Work of Mourning and the New International. Routledge.
• Derrida, J. (2001). The future of the profession or the university without condition. In T. Cohen (Ed.), Jacques Derrida and the humanities: A critical reader. CUP.
• Derrida, J. (2004). The principle of reason: The university in the eyes of its pupils (J.Plug, Trans.). In J. Derrida, Who’s afraid of philosophy: Right to philosophy 2. (pp. 129-155). Stanford University Press.
• Dobie, A. B. (2015). Theory into practice: An introduction to literary criticism. Cengage Learning.
• Einstein, A. https://history.aip.org/exhibits/einstein/einstein.pdf, accessed on May 19, 2024.
• Fang, X. (2017). A Review on deconstruction and criticism. Comparative Literature: East & West, 1(1), 134–139.
• Kelly, C. (2012) Derrida in the university, or the liberal arts in deconstruction. Canadian Journal of Higher Education.42 (2), 49-66.
• Küçük, D. & Uzun, Y. B. (2013). Müzik öğretmeni adaylarının eleştirel düşünme eğilimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 327-345.
• Küçükoğlu, H. (2008). İngilizce öğretmen adaylarının eleştirel okumaya yönelik özyeterlik algıları. [Yayımlanmamış yüksek lisans tezi]. Dicle Üniversitesi.
• McQuillan, M. (2017) Deconstruction: A reader. Taylor and Francis.
• Sarıgöz, O. (2014). Öğretmen adaylarının eleştirel düşünme becerileri hakkındaki görüşlerinin değerlendirilmesi. Akademik Bakış Dergisi, 14, 1-15.
• Yanık, H. (2016). Yapısöküm üzerine birkaç not. Abant Kültürel Araştırmalar Dergisi, 1(2), 91–98.
• Yıldırım, A. (1999). Nitel araştırma yöntemlerinin temel özellikleri ve eğitim araştırmalarındaki yeri ve önemi. Eğitim ve Bilim, 23(112), 7-17.
• Watson, R. (2015). Quantitative research. Nursing Standard, 29 (31), 44-48.
• Winter, C. (2007) Knowledge and the curriculum: Derrida, deconstruction and ‘sustainable development’. London Review of Education, 5 (1), 69–82.
• Zima, P. V. (2002). Deconstruction and critical theory. A&C Black.