Abstract
As the research on Critical Thinking (CT) has mushroomed in the field of teacher education thus, understanding Teacher Educators' roles in enhancing CT is inevitable. This study aimed to identify the specific roles that should be played by Teacher Educators in developing CT in the university context. In this study, 22 published research articles were deeply studied and analyzed to unpack the roles of teacher educators in developing CT to preservice teachers. The study proposed three patterns of solutions; (a) Implementing lesson study toward developing CT, (b) Emphasizing critical self-reflection (c) Expanding their understanding of CT teaching through scholarly research engagement. These patterns of solutions proposed were underpinned by related theories to support the application process. Thus, the solutions proposed will help Teacher Educators to become aware of their roles as educators and will assist in preparing teachers who can think critically.
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