Critical Thinking Pedagogy in Teacher Education: An Analysis of Instructional Practices in Pakistani Higher Education

Abstract

This qualitative study investigated teacher educators' critical thinking practices in the teacher education program of a public university in Pakistan. Critical thinking has been emphasized in Pakistani educational policies; however, its implementation remains a challenge in higher education. Five teacher educators were purposefully selected for non-participant observations in classrooms. To assess the implementation of critical thinking practices, a binary (yes/no) checklist was used across five categories: teaching strategies, student engagement, assessment methods, learning environment and institutional support. Multiple raters were used to validate observation. Findings revealed moderate overall implementation with substantial variation across categories and teachers. Teaching strategies and learning environmental practices were the most frequently implemented, whereas assessment practices, the least frequently observed. Teachers excelled in establishing inclusive environments but struggled with assessment methods and technology integration. Teacher education programs may establish explicit assessment frameworks, offer faculty development in critical thinking instruction and incorporate digital tools for collaborative knowledge construction.