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This research aims to develop an independent scale that measures the critical thinking attitudes of classroom teacher candidates. The research was designed in a screening model. The universe of the research was composed of 384 prospective teachers who are studying in the education faculties of a university in the western part of Turkey, in the sample classroom teacher and preschool teacher departments. Explanatory and confirmatory factor analysis was performed on the obtained data. According to research findings, "Critical Thinking Attitude Scale (CTAS)" is a valid and reliable measurement tool consisting of 19 items and 5 sub-dimensions (Information Acquisition Willingness, Reasoning, Discovery, Evidence-Based Decision Making, Self-Regulation). The validity of the construct obtained by confirmatory factor analysis with the data was tested. The maximum score that can be obtained from the scale is 95 and the minimum score is 19. The scale is suitable for use in the 17-25 age groups.
This research aims to develop an independent scale that measures the critical thinking attitudes of classroom teacher candidates. The research was designed in a screening model. The universe of the research was composed of 384 prospective teachers who are studying in the education faculty of a university in the western part of Turkey. In the sample of the research was composed; classroom teacher and preschool teacher departments. Explanatory and confirmatory factor analysis was performed on the obtained data. The validity of the construct obtained by confirmatory factor analysis with the data was tested. According to research findings, "Critical Thinking Attitude Scale (CTAS)" is a valid and reliable measurement tool consisting of 19 items and 5 sub-dimensions (Information Acquisition Willingness, Reasoning, Discovery, Evidence-Based Decision Making, Self-Regulation). The maximum score that can be obtained from the scale is 95 and the minimum score is 19. The scale is suitable for use in the 17-25 age groups.
The study aims to determine critical thinking tendencies among teacher candidates. 720 students from primary school teaching department (Primary School Teaching Programme, Science Teaching Programme and Pre-School Teaching Programme) form the sample of the study. When the gender and age distributions were investigated, 253 candidates are males and 467 are females. All the teacher candidates aged between 17-22 years old. The reliability coefficient of the California Critical Thinking Tendency Scale is 0.88. The scale consists of 6-point Likert-type 51 items and is adapted to Turkish by Kökdemir (2003). The scale consists of 6 scales: Analyticity, Curiosity, Open-Mindedness, Self-Reliance, Search for Truth, and Systematicty. The data collected through the scale were analyzed by using t-tests and analysis of variance and interpreted in tables. As a result, it was found that the critical thinking tendency of teacher candidates differs in sub-scales on open-mindedness and curiosity with regards to gender, on analyticity and search for truth with regards to learning styles, on analyticity with regards to grades, and on analyticity, curiosity, and search for truth according to majors.
Current study aims to identify critical thinking disposition of teacher candidates and investigate critical thinking disposition in terms of different variables. The study was undertaken with a total of 220 teachers from Classroom Teaching, Science Teaching, Primary School Mathematics Teaching and Computer Education and Instructional Technology (CEIT) Departments of Faculty of Education. “The California Critical Thinking Disposition Inventory (CCTDI)” adapted to Turkish was utilized in the study to find out critical thinking dispositions. Frequencies, percentages, arithmetic means, ANOVA and t-tests were used in data analysis. Critical thinking disposition of teacher candidates was found to be positive based on the findings obtained in the study. Differences were observed in critical thinking disposition depending on gender, class levels and departments of teacher candidates. No differences were identified based on father’s occupation, location of family home and the type of high school graduation.
International Journal of Evaluation and Research in Education (IJERE)
What is critical thinking? A longitudinal study with teacher candidates2019 •
Critical thinking skills that enhance the ability of individuals to understand and make sense of the world and events and situations around them are one of the foremost research areas in the educational system of various countries. As a critical thinking individual, decisions made by the teacher in his/her class, the activities he/she has performed and the explicit and implicit messages given by him/her to the class are clearly observed by the students. It is believed that the situation of teachers' having critical thinking skills and critical thinking personality effects on students' perceptions and achievements about critical thinking. In this context, the aim of the research is to determine the perceptions of the teacher candidates about critical thinking and to observe the changes in these perceptions over time. Interviews were held with 11 prospective teachers for two times for 4 years and their thoughts on critical thinking were examined. According to the findings obtained, the thoughts of the teacher candidates regarding the critical thinking do not change over time but they are not seen enough. Teacher candidates make decisions with emotional references and they are reluctant to inquire and research.
Üniversite araştırmaları dergisi
Examination of Critical Thinking Skills of Prospective Classroom Teachers2021 •
In this study, empirical studies related to the tendency think critically of teacher candidates in Turkey were examined. These studies were evaluated systematically by means of thematic content analysis. In research the WEB OF SCIENCES, ERIC, SCOPUS, EBSCO and ULAKBIM databases were scanned for the years 2012-2017, and 45 academic articles were examined. It was found out that studies are concentrated in the screening and relational model and work in a limited number of experimental models. Furthermore, it was observed that the relationships between individual variables and the tendencies of critical thinking were positive and significant. Some findings reached the conclusion that experimental intervention programs are effective. Teacher candidates' critical thinking tendencies were generally low. In addition to the studies, common findings on whether socio-demographic variables make a difference were rarely encountered.
Procedia - Social and Behavioral Sciences
Comparison of the Faculty of Education Students’ Critical Thinking Disposition2012 •
International Multidisciplinary e-Journal
A STUDY OF CRITICAL THINKING SKILLS AMONG PROSPECTIVE TEACHERS2021 •
The present study aimed to explore the prospective teachers' critical thinking skills. The sample consisted of 100 prospective teachers from government and private B.Ed. colleges in Anantapur, Andhra Pradesh. The stratified random sampling technique was used for selection of the sample. The data was collected using the Critical Thinking Skills Inventory by Nalini Garg and Ranjana Nambiar. The t-test was employed through SPSS version 20.0. The findings showed that there was a significant difference in prospective teachers' critical thinking skills on the basis of gender and type of college.
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