Critical thinking is considered as one of the most significant skills for the graduates of today. Less attention, however, has been paid to this skill by academics and practitioners in developing countries including Pakistan. This research examines prospective teachers’ preparedness to implement critical thinking skills in their teaching when they join teaching profession. It specifically focuses on prospective teachers’ experiences at a higher education institution to elicit their understanding and awareness of CT, the strategies used to promote their CT skills, and their readiness to teach CT skills. Considering the purpose and objectives of the research, a qualitative case study approach was used. Participants of the study consisted of a total of 10 members of final-year students of the B.Ed. program of a higher education institution. The research used a purposive sampling procedure to recruit the participants. The data collection tools were semi-structured interviews and observations of teaching-learning processes. The thematic analysis procedure was used to analyze the emerging data. The study’s findings revealed that students perceive CT as strong observation skills, and consider it as a natural process where, through teachers’ guidance and support, students can gain a grip on this skill. They also identified a variety of strategies to promote CT that their teachers use. However, the prospective teachers foresee several challenges in their work contexts to implement CT skills. The study argues that by undertaking successful approaches to improve students’ critical thinking skills, we can support to overcome the possible challenges in the work context ultimately producing graduates equipped with this important skill.
Kataria et al. (Wed,) studied this question.
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