Abstract

The presents study was designed to assess the development of critical thinking skills among prospective teachers. Prospective teachers of three universities of Lahore offering teacher training program constituted the population of the study. The subjects of the study were only those students who were nearly to complete their Master’s degree. A sample of 160 students (University 1= 100 students, University 2= 40 students and University 3=20 students) was selected through stratified random sampling technique. A standardized test, “Watson-Glaser Critical Thinking Test” specially designed to examine critical thinking of graduate students, was administered as achievement test. The test is further categorized into 5 sub-sets. The analysis of results indicated that majority of the students (75%) scored less than 50 % marks in the test. Further the students performed worst in the sub-skills; inference, assumption, deduction, and analyzing arguments. Participants performed comparatively better in the sub-skill “interpreting information”. The present situation, in the light of the results of this study, is alarming for teacher education programs. It was concluded that teacher education program, under study, was not performing effectively for the critical thinking development. It is recommended to the teacher educators and curriculum developers to take practical actions to improve the existing situation