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The prevalent educational milieu is characterized by an amalgamation of various pedagogical principles and social dynamics involving the learners, teachers, and other stakeholders. Technological developments in the modern time inevitably shape educational paradigms, hence, instructional practices must adapt to these changes that essentially foster student discourse and critical thinking. Emphasizing critical thinking within teacher education anticipates a better response to societal issues by carrying out effective measures (Williams, 2005). Scholars have established an explicit relation of critical thinking and problem-solving (Buckley, 2012; Maebius, 1990; Sensibaugh, 2015; Tseng, 2008; Williams, 2005). Buckley (2012) has even asserted that critical thinking is a prerequisite to problem-solving. With the overwhelming challenges faced by pre-service teachers each day, acquiring sound critical thinking is necessary for effective instructional planning, implementation, and reflection. Research, however, has shown a dismal state of pre-service teachers’ critical thinking level (Akdere, 2012; Grosser & Nel, 2013; Qing, Jing, & Yan, 2010). Gashan (2015) has declared that pre-service teachers hold insufficient understanding of critical thinking skills, that they have uncertain knowledge about it despite their positive views about the place of critical thinking in the educative process. Furthermore, the pre-service teachers have struggled in substantiating their knowledge of their pupils’ capacity to probe, integrate, and assess information (Meister, 2011). Initiatives to resolve these issues have been carried out but these revealed mixed impressions. Various approaches have not consistently ensued desirable results (Akyuz & Samsa, 2009; Behar-Horenstein & Niu, 2011; Goyak, 2009; Qing, Jing, & Yan, 2010; Sulaiman, 2013). One major challenge that confronts pre-service teachers is addressing Abstract. A research on the effects of the

EFFECTS OF MICROTEACHING MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY ON PRE-SERVICE TEACHERS’ CRITICAL THINKING