THE OPINIONS OF THE PROSPECTIVE TEACHERS TAKING PEDAGOGICAL FORMATION EDUCATION ON CRITICAL PEDAGOGY

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The aim of this study is to reveal the personal indecisiveness levels of teacher candidates and their critical thinking motivations beside to determine if there is a significant difference between these two variables. In the study, explanatory correlational design of the relational screening models was used. The study group comprised of 417 senior teacher candidates studying at the faculty of education at a state university in the northwest of Turkey at 2017- 2018 academic year fall term. It can be said that the teacher candidates involved in the research do research while making the decision and do not act hastily. Within the scope of the study, the sub-dimensions of critical thinking motivations of the teachers candidates are seen “agree” at expectation, value/utility and as “strongly agree” at value/cost, value, value/success and value/intrinsic value-interest value. It is seen there is a negative significiant medium-level relationship between hasty indecisiveness sub-dimension of personal indecisiveness and the’value’ and ‘value/utility’ sub-dimensions of critical thinking motivation; also a negative significiant low-level relationship between the other sub-dimensions.

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Critical thinking , personal indecisiveness , critical thinking motivation

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi