References
Birjandi, P., & Bagherkazemi, M. (2010). The relationship between Iranian EFL teachers’ critical thinking ability and their professional success. English Language Teaching, 3(2), 135-145.
Büyükyavuz, O. (2013). Professional development for Turkish teachers of English: Is it amust or luxury? Procedia - Social and Behavioral Sciences, 89, 363 – 367.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. New york: Routledge.
Demirhan, E., & Köklükaya, A. N. (2014). The critical thinking dispositions of prospective science teachers. Procedia - Social and Behavioral Sciences, 116, 1551 – 1555.
Duţă, N., Pânişoară, G., & Pânişoară, I. O. (2014). The profile of the teaching profession - empirical reflections on the development of the competences of university teachers. Procedia - Social and Behavioral Sciences, 140, 390 – 395.
Ghaemi, H., & Taherian, R. (2011). The role of critical thinking in EFL teachers’ teaching success. Modern Journal of Applied Linguistics, 3, 8-22.
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30.
Green, K., & Jax, C. (2011). Problem solvers are better leaders: Facilitating critical thinking among educators through online education. Procedia Social and Behavioral Sciences, 15, 727-730.
Grosser, M. M., & Lombard, B. J. J. (2008). The relationship between culture and the development of critical thinking abilities of prospective teachers. Teaching and Teacher Education, 24, 1364-1375.
Hoesein, E., M. (2015). Using mobile technology and online support to improve language teacher professionalism. Procedia - Social and Behavioral Sciences, 192, 491 – 497.
Ijaiya, N. Y. S., Alabi, A. T., & Fasasi, Y. A. (2011). Teacher education in Africa and critical thinking skills: Needs and strategies. Research Journal of Business Management, 5(1), 26-34.
Moafian, F., & Pishghadam, R. (2008). Tahie va baresie etebare sazeye porseshnameye vizhegihaye modaresane movafaghe zabane englisi. Pazhooheshe Zabanhaye Khareji, 54, 127-141.
Moradan, A., & Pourasadollah, R. (2014). Teachers' thinking about their teaching: A critical study on Iranian TEFL teachers. Procedia - Social and Behavioral Sciences, 98, 1194 – 1203.
Ngang, T. K., Chan, T. C., & Vetriveilmany, U. D. (2015). Critical issues of soft skills development in teaching professional training: Educators’ perspectives. Procedia - Social and Behavioral Sciences, 205, 128 – 133.
Pourali, S. (2011). Metaphor analysis of beliefs about teaching and learning in the current and ideal situations: A case of professors and students majoring in English language teaching and literature. Unpublished MA thesis, Ferdowsi University of Mashhad.
Qing, Z., Ni, S., & Hong, T. (2010). Developing critical thinking disposition by task-based learning in chemistry experiment teaching. Procedia Social and Behavioral sciences, 2, 4561-4570.
Talebi, F., & Shirmohammadi, S. (2012). Investigating Iranian Professors' Roles and Their Critical Thinking Abilities. International Journal of Linguistics, 4(3), 656-670.
Vanicheva, T., Kah, M., & Ponidelko, L. (2015). Critical thinking within the current framework of ESP curriculum in technical universities of Russia. Procedia - Social and Behavioral Sciences, 199, 657 – 665.
Worawuth, P., Kanokorn, C. P. S., Udomporn, K., Chadchawarn, A., & Wilawan, P. (2014). Integrated learning teacher professional development in primary schools. Procedia - Social and Behavioral Sciences, 112, 775 – 780.
Yayli, D. (2009). New roles for literacy teachers in the age of multiliteracies: A sociocultural perspective. Procedia Social and Behavioral Sciences, 1, 206-209.
)