Critical Thinking Strategies to Reduce Academic Stress Levels in Pre-service English Teachers

This research project addresses the issue of academic stress among pre-service English teachers. Academic stress, which stems from the demands and expectations of both school and work environments, can have a negative impact on student’s mental health and academic performance. As a cognitive skill, critical thinking allows individuals to analyze, evaluate, and synthesize information objectively and rationally, so it plays a vital role in problem-solving and decision-making. This study aims to analyze the effects of critical thinking strategies on pre-service English teachers’ academic stress levels. The research follows an interpretive paradigm and utilizes a co-constructed autoethnography methodology. Data was collected through a stress measurement test, teachers’ journals, and collaborative dialogue. The findings of this study contribute to understanding how critical thinking strategies can assist pre-service English teachers in managing academic stress effectively.

• Autores: Gutiérrez Coy , Valeria; Gallego, Daniel; Rincón, Santiago
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2023
• Institución: Universidad Católica Luis Amigó
• Repositorio: Repositorio Institucional Universidad Católica Luis Amigó
• OAI Identifier: oai:repository.ucatolicaluisamigo.edu.co:20.500.14531/2625
• Acceso en línea: http://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2625
• Palabra clave: academic stress, pre-service English teachers, critical thinking, cognitive skills, educational environment.; a
• License: https://creativecommons.org/licenses/by-nd/4.0/