June 30, 2025Proscholar insights

Fostering Critical Thinking in Teacher Education Programs: Perceptions, Practices, and Challenges of Teacher Educators

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Authors

MJMuhammad S. JamilWorld Health Organization Regional Office for the Eastern Mediterranean TUTanzeela UroojUniversity of Balochistan NMNoor MuhammadSichuan University

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Implication

Qualitative case study reveals challenges in cultivating critical thinking among prospective teachers in Pakistan, highlighting barriers related to curriculum and cultural values.

Key Points

Critical thinking faces significant barriers in teacher education, including student reliance on rote learning and institutional constraints.
Participants identified a complex understanding of critical thinking that includes emotional and ethical dimensions, essential for effective teaching.
The approach involved employing student-centred strategies such as problem-based learning and Socratic questioning to assess critical thinking development.
Cultural values prioritizing memorization over critical thinking create significant challenges for effective education initiatives.

Cite This Study

Jamil et al. (2025) studied this question.

synapsesocial.com/papers/68af432fad7bf08b1ead23ef https://doi.org/10.55737/psi.2025c-43098

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Implication

Qualitative case study reveals challenges in cultivating critical thinking among prospective teachers in Pakistan, highlighting barriers related to curriculum and cultural values.

Fostering Critical Thinking in Teacher Education Programs: Perceptions, Practices, and Challenges of Teacher Educators

Discussion

Member takes

Implication

Key Points

Cite This Study

Fostering Critical Thinking in Teacher Education Programs: Perceptions, Practices, and Challenges of Teacher Educators

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider