Critical Thinking among Pre-service Teacher Trainees: A Review Using 5 –Step Framework

Smitta Moalosi, R.K. Mgawi, B. Moeti


Critical thinking has been perceived as a critical and important skill by educators, although it is not clear how useful it can be when incorporated in the college curriculum. The job market and education in general view critical thinking as an essential skill at work and during training. Apart from subject competencies, higher learning institutions (HLIs) are challenged to produce graduates that can think critically. The focus of this paper is to examine responses of Postgraduate Diploma of Education Students (PGDE) on critical thinking in relation to the 5 Step- Framework. A qualitative research was conducted at the University of Botswana and data was collected through one-on-one interviews and focus group discussions among 59 students. The discussion in this paper is a comparison of the responses of PGDE students on their views of critical thinking and 5 Step – Model. Thematic content analysis was used to analyse the data and findings revealed that, the PGDE students lacked critical thinking abilities during their training. Among other strategies, teacher methods and techniques were identified as factors that influenced critical thinking among the students. The participants also cited curriculum design and lack of motivation as creating a negative impact on their ability to think critically. Review of literature on factors influence critical thinking indicated that, in many cases lecturers have concentrated on subject matter and course content instead of methods and techniques that can help develop critical thinking skills on students. Further, the literature review shows the need to develop models, innovations, methods and techniques that can promote critical thinking among college students. 

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Journal of Studies in Education ISSN 2162-6952


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