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Teaching experience, qualification, job status, and prior critical thinking training significantly predict critical thinking knowledge, placing prospective teachers and students at risk.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nUniversity of Education, Lahore, Pakistan  \nAbstract: In Pakistan, it is aimed at both national and international  \nlevels to promote and develop critical thinking among students and  \nteachers at all educational levels (sustainable development goals,  \nVISION 2025, national standards for teachers, national educational  \npolicies, etc.). However, little research has investigated teachers'  \ncritical thinking knowledge. The present study explored critical  \nthinking knowledge of teacher educators from teacher training  \ninstitutes. The teacher training institutes ofthe most populous and developed province of Pakistan were taken as the sample of the study.  \nExploratory survey method was used for data collection. The study  \nfound that the majority of teacher educators lack critical thinking  \nknowledge. Teaching experience, qualification, job status, and  \ntraining attended on critical thinking are significant predictors of  \ncritical thinking knowledge. The critical thinking knowledge of  \nprospective teachers and their students is at risk.  \nIntroduction  \nEducation is of fundamental importance for the economic growth of societies. However, education can mainly support economic growth if people can compete in the professional world after completion of their education. In the contemporary world, job markets are highly competitive, and people with certain skills (along with content-specific knowledge) have higher chances of being employed and succeeding than their counterparts. Therefore, presently the world is focusing on 21st-century skills, which mainly include Information and Communication Technology (ICT), creativity, and critical thinking. The National Center for Education Statistics (2019), responsible for collecting educational data in all major economies of the world, has recommended the integration of 21st-century skills, including critical thinking in school curriculum and learning. Moreover, the National Center for Education Statistics (2019) particularly recommended the developing countries (like Pakistan) prioritize teaching of critical thinking in curriculum and teaching.  \nPakistan’s National Education Policy 2009 (which is presently implemented in Pakistan and is responsible for designing a national strategy to pursue development in education) indicated that the education system in Pakistan (from school to higher education level) is failing to develop skills that are required in the job market for instance, critical thinking skill. It further states that when college and university graduates join the job market, they are unable to understand the dynamics ofthe job market and workplace and face difficulties in contributing  \nfully. Therefore, the National Education Policy (2009) has suggested teaching critical thinking skills in a classroom environment and held teachers responsible for imparting critical thinking among students at the classroom level.  \nThe newly introduced Single National Curriculum (SNC) in Pakistan has aligned its aims with the International Sustainable Development Goals (SDG-4), and particularly focused on the development of critical thinking. Along with national policy, supranational bodies suggest advancing the curriculum to bring a change in societies, for instance, UNESCO's aim of sustainable development goals (Barthes, 2018). In order to instill critical thinking skills among students, teachers must have critical thinking ability. Past research in Pakistan has found that, generally, teaching and teachers’ behavior in the classroom is unlikely to promote critical thinking (Khan, 2017) . Teacher education has always been criticized for its ineffectiveness to develop critical thinking (Shaukat & Chowdhury, 2020) . Hence, school teachers are not successful in developing critical thinking skills among students. One reason could be the inability of teacher trainers to develop cri","cbCaidjoRSnePVFz","https://ap.wps.com/l/cbCaidjoRSnePVFz","pdf",309479,21,"English","# Introduction\n## Education and 21st-century skills\n## Pakistan’s national education policies and curriculum\n## Teacher education challenges and prior research\n## Study aims and significance\n# Teacher Education System in Pakistan\n## Comparison with Australia\n## Structure and teaching practice differences","[{\"question\":\"What does the study investigate about teacher educators in Pakistan?\",\"answer\":\"The study investigates teacher educators’ critical thinking knowledge in teacher training institutes.\"},{\"question\":\"What method and sample were used in the study?\",\"answer\":\"An exploratory survey method was used, and the teacher training institutes of Pakistan’s most populous and developed province were taken as the sample.\"},{\"question\":\"Which factors significantly predict teacher educators’ critical thinking knowledge?\",\"answer\":\"Teaching experience, qualification, job status, and training attended on critical thinking were significant predictors.\"}]","Exploring Teacher Educators’ Knowledge about Critical Thinking - A Case from Pakistan | PDF",1792078618,53]