Preliminary Findings on Creative-Critical Thinking Styles of Future Teachers of Terminal Semester

The education sector has been emphasizing the cultivation of two core higher-order thinking styles in teaching: creative and critical. Effective teaching is substantial for student education across all levels. It is chiefly vital due to the rising concern about teachers' fading creativity in instructional delivery. Thus, this preliminary study targets the solo objective of getting insight into the creative-critical thinking styles of future teachers enrolled in terminal semesters of public sector teacher education institutes and about to start teaching careers. This study used convenient sampling to collect the data from 302 participants from four distinct teacher education institutions. A quantitative methodology, using the YANPIAW (Y) Creative-Critical Styles test was employed to measure the thinking styles of the pre-service-teachers from teacher education programs (terminal semester) through a survey. The findings reveal that the majority of pre-service teachers (n = 142) exhibit a critical thinking style compared to balanced and creative thinking styles. The superior creative and critical thinking were not found present in the selected sample. These results suggest the need to cultivate both creative and critical thinking skills in pre-service teachers throughout their training. Developing these skills in their education can better prepare them to become future educators who integrate creativity and critical analysis into their teaching. Ultimately, this will enhance the learning experiences of their future students.