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Abstract
This thesis proposes a model for the teaching of critical thinking (CT) for secondary pre-service teacher education students studying in Saudi Arabian universities. This model is appropriate for Saudi Arabia because it was developed based on current Saudi practice in the context of recent reform. Since policy driven reforms launched in 2006 and 2007, notably the Tatweer project and the Aafq project, promoting higher global standards in Saudi education, there has been an increasing emphasis on the promotion of critical thinking. Numerous studies, however, have shown a lack of CT amongst secondary school students and teachers in Saudi Arabia, suggesting that CT oriented curricula and methods of instruction in Saudi Arabian teachers‘ colleges have not yet been applied or taught to secondary pre-service teacher education students. Prompted by these observations, this research investigated lecturers‘ knowledge of CT and its applications in secondary pre-service teacher education programs at two Saudi Arabian universities: King Abdul Aziz University and the Arab Open University. These investigations were delivered through two main qualitative case studies, each of which represented a university. Each case study consisted of in-depth interviews with lecturers and students at secondary pre-service teachers‘ education programs, and relevant documents (university programs, policies and students‘ assignments). Using Paul‘s theory of CT and Vygotsky‘s framework of spontaneous and scientific concepts to gauge levels of CT knowledge and practice, the research revealed limited CT knowledge and practice among lecturers and students in the investigated programs and that this limitation corresponded with the absence of policies promoting the implementation of CT. In light of these findings, this research developed a model that provides strategies for enhancing the teaching and learning of CT skills amongst secondary pre-service teacher education academics and students in Saudi universities. The proposed model highlights a more systematic approach towards enhancing CT in pre-service teacher education.