The Relationship between Prospective Teachers' Critical Thinking Dispositions and Their Educational Philosophies

Autor/inn/en	Aybek, Birsel; Aslan, Serkan
Titel	The Relationship between Prospective Teachers' Critical Thinking Dispositions and Their Educational Philosophies
Quelle	In: Universal Journal of Educational Research, 5 (2017) 4, S.544-550 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Correlation; Preservice Teachers; Educational Philosophy; Critical Thinking; Student Attitudes; Measures (Individuals); Scores; Cognitive Development; Multiple Regression Analysis; Teacher Education Programs; Foreign Countries; Statistical Analysis; Turkey; California Critical Thinking Disposition Inventory + Suchen Sie Ihr Suchwort? Korrelation; Bildungsphilosophie; Erziehungsphilosophie; Kritisches Denken; Schülerverhalten; Messdaten; Kognitive Entwicklung; Ausland; Statistische Analyse; Türkei
Abstract	The aim of this research is to investigate the relationship between prospective teachers' critical thinking dispositions and their educational philosophies. The research used relational screening model. The study hosts a total of 429 prospective teachers selected by the simple random sampling method. Research data has been collected through Critical Thinking Disposition Scale and Philosophy Preference Assessment Scale. The research's analysis utilized pearson product moment correlation and multiple linear regression analysis. The current study found that there is a positive significant relationship between the scores of prospective teachers' critical thinking dispositions and those of contemporary educational philosophy dimension of the philosophy preference assessment scale; in traditional educational philosophy dimension, there is a positive but insignificant relationship between the scores; moreover, the relationship between the dimensions of critical thinking disposition scale such as cognitive maturity, engagement and innovation and their contemporary educational philosophies have been found to be significant. These three dimensions explain 14% of the educational philosophies and there is not a significant correlation with the traditional educational philosophies. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01