Fostering Critical Thinking in Teacher Education Programs: Perceptions, Practices, and Challenges of Teacher Educators
DOI:
https://doi.org/10.55737/psi.2025c-43098Keywords:
Critical Thinking, Teacher Education, Teacher Educators, Pedagogical Practices, ChallengesAbstract
This qualitative case study explores teacher educators' perceptions, pedagogical practices, and challenges in developing critical thinking (CT) among prospective teachers at a Pakistani university. Based on a thematic analysis of semi-structured interviews with five teacher educators, the study reveals a sophisticated and multifaceted understanding of CT. Participants conceptualise critical thinking as a crucial, multi-dimensional construct that extends beyond cognitive skills to include emotional, ethical, and professional dimensions essential for effective teaching. They report on employing a variety of student-centred strategies, such as discussion-based methods, Socratic questioning, and problem-based learning, and describe using open-ended questions and analytical rubrics to assess CT development. However, the educators' perspectives also highlight significant barriers to implementation. They identify student-related challenges, including a reliance on rote learning and a fear of making mistakes. Other barriers included systemic and institutional constraints, primarily the rigid curriculum and the lack of professional development. In addition, cultural values that emphasise respect for authority and prioritise memorisation over critical thinking were identified as significant barriers to fostering a culture of critical thinking. The findings suggest that while teacher educators possess conceptual knowledge, they face substantial institutional and cultural constraints that prevent them from fully realising their pedagogical intentions.
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