Critical thinking is an essential skill for learners and teachers alike. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students. The "Handbook of Research on Critical Thinking and Teacher Education Pedagogy" examines and explains how new strategies, methods, and techniques in critical thinking can be applied to classroom practice and professional development to improve teaching and learning in teacher education and make critical thinking a tangible objective in instruction. This critical scholarly publication helps to shift and advance the debate on how critical thinking should be taught and offers insights into the significance of critical thinking and its effective integration as a cornerstone of the educational system. Highlighting topics such as early childhood education, curriculum, and STEM education, this book is designed for teachers/instructors, instructional designers, education professionals, administrators, policymakers, researchers, and academicians. This book contains the following chapters: (1) An Introduction: Establishing a Context for Critical Thinking in Teacher Education (Verna Knight and Sandra P.A. Robinson); (2) Teachers in the "Process of Becoming": The Role of Pre-Service Teachers' Narratives in Developing Critical Reflective Practice (Jacqueline Manuel and Janet Dutton); (3) Moving Away From the "Chalk and Board": Lessons From a Critical Pedagogical Standpoint (Talia Randa Esnard and Linda Lila Mohammed); (4) Developing a Critical Stance Through Teacher Candidate Coaching (Kimberly S. Reinhardt); (5) The Role of Student Feedback in Building Reflexive Teachers (Kerri Pilling Burchill and David Anderson); (6) The Power of Praxis: Critical Thinking and Reflection in Teacher Development (Sandra L. Guzman Foster and Stephen J. Fleenor); (7) Planning Curriculum for Teaching Thinking Skills Needed for 21st Century Education (Harpreet Kaur Dhir); (8) Using Argumentation to Develop Critical Thinking About Social Issues in the Classroom: A Dialogic Model of Critical Thinking Education (N. Leigh Boyd); (9) Using Socioscientific Issues to Enhance Evidence-Based Reasoning Among Middle School Students (Wardell Anthony Powell and Danielle Fuchs); (10) Critical Thinking in Science and Technology: Importance, Rationale, and Strategies (David Florius Samuel); (11) Pre-Service Teachers Critical Thinking and Developing and Using Models in Science (Lizette A. Burks and Douglas Huffman); (12) Teaching and Assessing Critical Thinking and Clinical Reasoning Skills in Medical Education (Md. Anwarul Azim Majumder, Bidyadhar Sa, Fahad Abdullah Alateeq, and Sayeeda Rahman); (13) Critical Thinking and Mathematics Teaching and Learning (Kelli Thomas, Douglas Huffman, and Mari Caballero); (14) Critical Thinking: Centering Teachers' Knowledge and Understanding (Karen S. C. Thomas); (15) A Completely Structured Training on the Angoff Standard-Setting Method for Developing Critical-Thinking Skills of Teachers (Ifeoma Chika Iyioke); (16) Fostering Critical Thinking Using Instructional Strategies in English Classes (Senol Orakci, Mehmet Durnali, and Osman Aktan); (17) Planning for Critical Thinking in Language Arts Instruction (Shaneise J. Holder and Kahdia L. Jordan); (18) The Instructional Context of Critical Thinking Development in Early Childhood Education: Theoretical and Curriculum Perspectives (Hannah Mills Mechler); (19) Strategies for Fostering Critical Thinking in Early Childhood Education (Katrina Woolsey Jordan, Michelle Fazio-Brunson, and Shawn Marise Butler); and (20) Information Literacy and Critical Thinking in Higher Education: Some Considerations (Ann Marie Joanne White).