Critical thinking is recognised as an influential attribute to achieve quality learning and teaching in higher education institutions world over. This interpretive research study explored the critical thinking among PGDE students at the University of Botswana. The aim of the study was to identify factors contributing to the application of critical thinking among teacher trainees. Data was collected from Cohort 2015/16 PGDE students, through one on one interview with 59 students and 2 focus group discussions comprising five students in each focus group between April to June 2016. The findings revealed that the teacher trainees had a lower description of critical thinking during interviews, but refined during focus group discussions; however, the students were wide aware of factors influencing their inabilities to think critically during their training. These finding clearly indicated that most students were not applying critical thinking during their training. Through the interviews and focus group discussion, the study also identified strategies to promote the application of critical thinking in areas of programme content, teaching and assessment methods and techniques, programme logistics and personal attributes. The findings are instrumental to various key stakeholders. Specifically, the findings inform education institutions, teacher educators and students on how to promote critical thinking during teacher training. The study was qualitative, as such the findings will not be generalised. As such a similar study is recommended among the PGDE and other students but using quantitative and or mixed methods to allow inferences and generalisations.

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 5Step -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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