Abstract
This paper proposes a change strategy for incorporating critical thinking in teacher education programs globally, that includes, problem diagnosis, identification of desired outcomes and impacts, influential factors, and strategies required to attain desired outcomes and impacts. Central to this change strategy are four key strategic priorities: conceptualisation of critical thinking as professional practice; development of a whole of teacher education program approach to intervention; building capacity for effective implementation of intervention; and development of an evidence base to inform continuous improvement. The change strategy addresses a research gap, and more broadly responds to the demand for improving teacher quality, the effectiveness and impact of teacher education programs and the advancement of the teaching profession.
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