This study investigates processes and influencing factors of teacher learning in the current critical thinking (CT) oriented reform for English majors. Two experienced EFL (English as a foreign language) teachers experiencing the reform in a key university of China were selected as target cases, and data was collected from multiple sources including a year-long classroom observation, interviews and course syllabuses. Analyses reveal that both teachers’ learning processes can be characterized as “meaning directed learning” (Vermunt & Endedijk, 2011), which was centering around research-based teaching practice, along with continuing individual reflection and collaboration in professional learning communities which aimed at integrating CT development with English language teaching. Regarding learning outcomes, cognitively, they attained systematic reconceptualizations of CT and methods of teaching CT, a renewed attitude towards research-based teaching and academic sharing, and a stronger belief in the effectiveness of collaboration; pedagogically, both of them attempted to teach CT with different degree of explicitness and based on language teaching theory introduced by full-time researchers in the communities. Findings also suggest that teachers’ visions and autonomy, “genuine communication” and shared goals in communities are critical contributors to teacher learning while a heavy workload and administrative trifles existed as challenges, which may generate insights for teacher professional development in curriculum reforms.
Key words: teacher learning, critical thinking, university EFL teachers, curriculum reform
 

teacher learning,critical thinking,university EFL teachers,curriculum reform