Depicting the development of the learners' critical thinking throughout the different teaching and learning strategies .

Abstract

Critical thinking is now considered to be an essential outcome in education. This study is an attempt to examine to what extent critical thinking is implanted before higher education, university students often fail to think critically because they lack the depositions to do so, and even though empirical evidence supports the notion that critical thinking can be taught at young age, teachers secondary school often neglects putting their learners' logical reasoning into practice. The research takes the case of English teachers of secondary school in Algeria, they were randomly selected through a questionnaire that was held online. The dissertation will be divided into three chapters; the first chapter is about the literature review while the second chapter is for the data analysis. The third chapter is devoted to the findings, suggestions, and recommendations. The results revealed that there is a lack of implementing ct skills that is due to a misconception of critical thinking by the teachers, therefore even if promoting their learners ct skills is one of their lesson aims, the misuse of the different teaching strategies puts them far from achieving this aim.