Abstract:
This study examines student teachers' beliefs, self-efficacy, and abilities in teaching and learning
critical thinking. Data from 3,877 participants, gathered through questionnaires and modified
critical thinking and self-efficacy tests, were analysed to transition from quantitative to qualitative
insights. The findings reveal that while student teachers support the value of critical thinking,
many struggle to identify effective methods for its development, and most exhibit below-average
or average critical thinking skills. The study suggests that teacher education programmes should
intentionally teach critical thinking strategies, address gaps between beliefs and practices, and
enhance self-efficacy—all within the broader context of education for social change