The process of critical thinking involves an intellectually rigorous method of actively and adeptly understanding, applying, analysing, synthesising, and/or assessing information acquired or produced through observation, experience, reflection, argument, or communication, serving as a framework for beliefs and actions. This approach to learning emphasises the importance of evaluating facts, assessing reality, and correcting inaccuracies to promote the emergence of new ideas. Nevertheless, comprehensive studies and educational assessments have revealed a troubling pattern among pre-service teachers: a deficiency in critical thinking skills. This shortcoming not only restricts their capacity for self-reflection and informed decision-making but also undermines their preparedness to effectively teach and model critical thinking in the classroom environment. Research objectives are to investigate the critical thinking ability among the pre-service teachers and examine ways to improve the critical thinking skills among the pre-service teacher. This study utilised simple random sampling and convenience sampling to collect quantitative and qualitative data. 77 respondents answered the questionnaire survey from the total population of 85. There were 8 participants who voluntarily took part in the interview. The analysis shows that pre-service teachers possess a very good level of critical thinking skills. It is, therefore, essential that critical thinking is included as a central teaching component in teacher training.
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