Critical thinking in initial teacher training: Conceptual and methodological tensions in the Chilean context

Yazna Cisternas-Rojas^*Marcela JarpaFrancisca Coiro DiazYasna Salgado-AstudilloDamaris Collao

• Pontificia Universidad Católica de Valparaíso, Valparaiso, Chile

Word count: 341 Critical thinking (CT) is widely recognised as a central competence in initial teacher training; however, persistent conceptual, pedagogical, and methodological tensions hinder its systematic development in university programmes. This study examines how CT is understood, valued, and promoted within a Basic Education Pedagogy programme at a Chilean university, drawing on the perspectives of both students and academics. Using a mixed-methods, descriptive–exploratory, ex post facto design, the research integrates quantitative data from questionnaires administered to 120 students and 19 academics with qualitative insights obtained through discussion groups. The questionnaire, adapted from Bezanilla et al. (2018), was validated through expert judgement and demonstrated high reliability (Cronbach's α > 0.80). Quantitative analyses included descriptive statistics, chi-square tests, Spearman correlations, and Student's t-tests, while qualitative data were examined through open coding and thematic categorisation. Findings reveal substantial discrepancies between students' and academics' conceptualisations of CT. Academics predominantly define CT as a competence, whereas students tend to view it as a capacity or skill, with many offering broader situated interpretations not captured by predefined categories. Significant perceptual gaps also emerged regarding the degree to which CT is developed in the programme: academics expressed high confidence in their capacity to promote CT within their courses and across the curriculum, while students reported moderate and more variable levels of perceived development. These differences were statistically significant (p < .001). Regarding instructional strategies, academics reported frequent use of real-case analysis and problem-based learning; however, these efforts appear fragmented and insufficiently systematised, leading students to perceive inconsistencies between the stated importance of CT and their lived classroom experiences. Additionally, student age and year of entry showed moderate positive correlations with perceived CT development, whereas teaching experience among academics did not predict their confidence in fostering CT. Overall, the study highlights the need for clearer institutional frameworks, shared epistemological definitions, and coherent pedagogical practices to effectively integrate CT across initial teacher training. The findings offer contextually grounded evidence relevant for strengthening curriculum design, instructional strategies, and assessment practices, contributing to ongoing international discussions on enhancing critical, reflective, and adaptive teacher education.