An investigation of the critical thinking dispositions of pre-service teachers at a private non-profit university

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buir.advisorAteşkan, Armağan
dc.contributor.authorÇevik, Sinem
dc.date.accessioned2016-01-08T18:22:54Z
dc.date.available2016-01-08T18:22:54Z
dc.date.issued2013
dc.descriptionAnkara : The Program of Curriculum and Instruction, Bilkent University, 2013.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2013.en_US
dc.descriptionIncludes bibliographical refences.en_US
dc.description.abstractThe main aim of this study was to investigate the critical thinking dispositions of preservice teachers. This study further researched critical thinking dispositions by examining factors such as the teachers’ age, their year in the graduate program, subject areas, their academic achievement (CGPA), the type of high school from which they graduated and finally the education level of their parents. The sample for this study consisted of 23 first-year and 21 second-year pre-service teachers who were pursuing a Master’s Degree in Curriculum & Instruction from the Graduate School of Education at a private non-profit university in Ankara, Turkey. The preservice teachers were preparing to teach in the fields of biology, mathematics, Turkish and English language and literature. As data collection tool, the California Critical Thinking Disposition Inventory-Turkish (CCTDI-T) was used. A one way analysis of variance (ANOVA), independent samples t-test and Pearson correlation were used to analyze the data. According to findings of this research, it was found that the level of critical thinking dispositions of pre-service teachers is middle. This study found a significant difference in critical thinking dispositions among the preservice teachers when compared for subject areas and their mother education level. Besides that, no significant difference found for the other factors listed above. Furthermore, it was found that there was no correlation between academic achievement (CGPA) and critical thinking dispositions of pre-service teachers. In conclusion, some suggestions are given for further research in this study.en_US
dc.description.provenanceMade available in DSpace on 2016-01-08T18:22:54Z (GMT). No. of bitstreams: 1 0006395.pdf: 1103084 bytes, checksum: 49fd81c99e9b3b7f1e462fa7d5eceff9 (MD5)en
dc.description.statementofresponsibilityÇevik, Sinemen_US
dc.format.extentxi, 84 leavesen_US
dc.identifier.urihttp://hdl.handle.net/11693/15679
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCritical thinkingen_US
dc.subjectcritical thinking dispositionsen_US
dc.subjectpre-service teachersen_US
dc.subject.lccLB1590.3 .C48 2013en_US
dc.subject.lcshCritical thinking--Study and teaching.en_US
dc.subject.lcshTeachers--Training of.en_US
dc.subject.lcshTeachers--Attitudes.en_US
dc.titleAn investigation of the critical thinking dispositions of pre-service teachers at a private non-profit universityen_US
dc.typeThesisen_US
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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