AN EVALUATION ABOUT TURKISH TEACHER CANDIDATES’ CRITICAL THINKING ATTITUDE’S IN TERMS OF DIFFERENCE VARIABLE

In accordance with regenerated Turkish teaching programmes in 2004-2005, it has been aimed to bring up individuals who are “using language clearly, effectively, thinking as critically and examined knowledges”. Critical thinking ability has provided to individuals a “doubt-based approach, interpreting and decisioning with this approach”. While converting this ability to acqusition for learners, Turkish teachers’ critical thinking attitudes are very important. For this reason, it must be examined that what Turkish teachers’ and candidates’ critical thinking attitude and what they are impressed by difference variable. This study have been aimed that Turkish teacher candidates’ critical thinking attitudes’ changing according to difference variables. 144 students who are in Gazi University Gazi Education Faculty Department of Turkish Teaching has been constituted this research’s exemplify. For data gathering, Likert-based critical thinking attitude scale has been used in this research. For data analysis, t-tests in independence group, ANOVA and descriptive statistics have been used in this research. According to research conclusion, in terms of critical thinking ability, Turkish teacher candidates are in middle level. Also, conclusions showed that their attitudes are not impressed by their gender, age, school, parents’ education, yearly income, high school type, reading book and newspaper.