PROFESSIONAL DEVELOPMENT PROGRAM IN CRITICAL THINKING PEDAGOGY:

Abstract

This qualitative study examines how a professional development program focusing on critical literacy and argumentative writing fostered reflective practice and strengthened critical thinking pedagogy among English teachers in Surabaya. The program was initiated following a needs analysis indicating that existing literacy education emphasized reading habits but lacked critical engagement with texts. Thirty-two senior high school English teachers from seven purposively selected schools participated in a three-session workshop covering critical thinking, critical literacy, and critical writing. Data were collected through reflective inquiry responses and analyzed using thematic coding. The findings reveal four major themes: (1) development of reflective awareness, (2) strengthened understanding of critical thinking pedagogy, (3) renewed engagement with academic writing practices, and (4) increased professional confidence for classroom implementation. The study highlights reflective practice as a key mechanism linking professional development to teacher empowerment. Although based on self-reported reflections, the findings suggest that integrating reflective inquiry into professional development initiatives can initiate meaningful pedagogical transformation in literacy education.