摘要：This study investigates the effectiveness of an intervention designed to develop critical thinking skills in an Initial Teacher Education (ITE) institution in Pakistan. The study carried out an explanatory sequential mixed-methods case study approach in which a quantitative inquiry phase was followed by a qualitative inquiry phase. A CT skills intervention was designed for an educational psychology module to be taught in an MA Education programme. The students’ motivation and self-regulation and classroom learning environment were studied as confounding variables. The results of the t-test revealed that experimental group did not gain any CT skills but rather declined over the time when the post-test was taken. The qualitative phase explained why the results were as is and unleashed the important connections between quality of teaching thinking skills, teacher effectiveness and the important role of students’ cognitive self-regulation and intrinsic goal orientation in conjunction with classroom learning environment are areas to focus on when designing teaching and learning of critical thinking skills.
