This article explores how collaborative learning serves as a transformative pedagogical approach for enhancing critical thinking competence among future English teachers. As global educational reforms emphasize inquiry, autonomy, and problem-solving, teacher education programs must prepare pre-service teachers to engage in complex reasoning, evaluate evidence, justify instructional decisions, and support students’ cognitive growth. Collaborative learning—rooted in social constructivist theory—creates dynamic environments where teacher candidates interact, negotiate meaning, analyze pedagogical cases, co-construct knowledge, and reflect critically on their learning processes. The article proposes an integrated model for incorporating collaborative learning into English teacher preparation, outlines practical strategies for educators, and highlights implications for curriculum designers and researchers. The study concludes that collaborative learning significantly strengthens analytical reasoning, reflective judgment, communicative competence, and professional decision-making—core components of critical thinking essential for future English teachers.

Collaborative learning, critical thinking competence, future English teachers

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