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1. Ph. D Scholar, Secondary Teacher Education Department, AllamaIqbal Open University, Islamabad, Pakistan 2. Lecturer, Secondary Teacher Education Department, AllamaIqbal Open University, Islamabad, Pakistan 3. Dean, Faculty of Education, AllamaIqbal Open University, Islamabad, Pakistan PAPER INFO ABSTRACT Received: April 2, 2020 Accepted: June 15, 2020 Online: June 30, 2020 The aim of the study was to identify teachers’ thinking style(TS) and instructionalpractices (IP) they use at secondary school level in Punjab. The sample of the study was 441 teachers in public secondary schools of district Sialkot in Punjab. (TS) Inventory was used to collect data for the identification of (TS). The instrument used 7 point Likert scale and a formula for identification of (TS). Frequency distribution was used to analyze the data. The results revealed that the teachers in (TS) Type-1 used practices demand higher degree of freedom, whereas teachers of Type-2 used practices having low degree of freedom and Type-3 teachers used practices of both Type-1 and Type -2 teachers.The teachers of thinking style Type-1 may be assigned the subjects involving critical complex,Type-2 may be assigned the subjects involving lower degree of freedom andType-3 may be assigned the subjects involving complex and higher as well as lower degree of freedom at the same time or simultaneously.

A Study of Thinking Styles and Instructional Practices: A Case of Secondary School Teachers in Punjab