Developing Critical Thinking in Female Teacher Candidates at SQU: A Predictive Model

The purpose of this paper was to articulate the way in which socio-cultural factorsinfluence the propensity for critical thinking among female teacher candidates at Sultan QaboosUniversity (SQU) in Oman. The sample consisted of 274. Twelve independent variables wereascertained, relating to key Omani institutions and forms of socio-cultural capital. A significantmodel to predict critical thinking identified religious beliefs and practices, family support for aknowledge society, valuing individual qualities (motivation participation and learning outcomes)over other forms of capital, and the state’s endorsement of the role of teachers as loyalcivil servants and trusted agents of change. Implications for teacher education programs andfuture research are also presented.