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Determining Critical Thinking Standards of Teacher Candidates
The purpose of this study is to determine the critical thinking for prospective teachers. The sampling of the survey consists of a total of 352 teachers, 205 which are primary school teachers and 147 are elementary mathematics teachers studying at a public University in Istanbul. The research is in survey model, and descriptive method has been used. As data gathering tool, ‘Critical Thinking Standards Scale for Teacher Candidates’ developed by Aybek, Aslan, Dincer and Arısoy (2015) has been used. The statistical solutions of the data concerning the problems of the research have been derived by using SPSS 16.0. According to the score averages of the sampling, it has been concluded that the critical thinking levels are high. It has also been concluded that, scale sub-dimensions and scale total score averages don't vary according to the department, while even though not significantly different, elementary mathematics teacher candidates have scored higher averages than primary school teacher candidates. 2nd year elementary mathematics teacher candidates have been found to have higher score averages in ‘precision-accuracy’ dimension than 3rd year teacher candidates. The research results will contribute to the field literature.

Teacher Candidates, Critical Thinking Standards

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