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The current study aimed to investigate Saudi pre-service teachers’ knowledge about the general concepts of critical thinking, as well as its skills. In addition, the study explored their perceptions about critical thinking and its teaching in classrooms with an aim to develop learning and teaching process. The study was conducted with twenty-nine male students at a teacher education program in the College of Education, King Saud University. The quantitative method was used, employing a three-part instrument. The quantitative data was analyzed with SPSS software program (ver. 20.0), using sums, means and standard deviations of pre-service teachers’ responses on the questionnaires. According to the findings of the current study, pre-service teachers who were enrolled in the College of Education were found to have inadequate knowledge about critical thinking skills. Although, the present study concluded that pre-service teachers held positive opinions about the value of teaching critical thinking, they generally had unsure knowledge about critical thinking. They expressed that they are not sure if they had the skills necessary to promote critical thinking by students in their classes. The current study recommends that education preparation programs are in need to be reviewed and specialized courses in critical thinking skills need to be incorporated. Pre-service teachers’ knowledge about critical thinking should be enhanced to enable them reflect what they have of skills on their future teaching duties. More exploration is suggested to explore critical thinking knowledge among college teachers and to examine their methods of teaching critical thinking. Key words: perceptions, pre-service teachers, critical thinking

Exploring Saudi Pre-service Teachers' Knowledge of Critical Thinking Skills and their Teaching Perceptions