Turkish pre-service teachers' critical thinking levels, attitudes and self-efficacy beliefs in teaching for critical thinking

Download

index.pdf

Date

2010

Author

Akdere, Nihal

Metadata

Show full item record

Item Usage Stats

534
views

220
downloads

The aim of this study was three-fold: first, to describe pre-service teachers’ (i) critical thinking levels, (ii) attitudes towards teaching for critical thinking, and (iii) self-efficacy beliefs in teaching for critical thinking in terms of performance and outcome efficacy beliefs; secondly, to investigate whether there was a correlation between these three variables; and finally, to examine the relationship between participants’ certain background variables and their critical thinking levels, attitudes and self efficacy beliefs in teaching for critical thinking. A cross-sectional survey design was employed. The participants of the study were senior pre-service teachers from fourteen state universities across the seven geographical regions in Turkey. Quantitative data were collected by means of (i) a critical thinking test, (ii) an attitude scale, (iii) a self-efficacy scale with two subscales: performance efficacy and outcome efficacy, and (iv) a participant profile form, all of which were designed by the researcher. Both descriptive and inferential statistics (MANOVA) were used. Results indicated that pre-service teachers’ critical thinking levels were ‘below average’; however, they had a moderately positive attitude towards and a moderate level of self efficacy in teaching for critical thinking. The correlation analyses indicated that there was a moderate degree of positive correlation between teachers’ attitude and self efficacy beliefs towards critical thinking. Finally, the results of MANOVA analyses indicated that pre-service teachers’ gender and level of motivation towards teaching had no impact on their critical thinking levels, attitudes or self efficacy beliefs in teaching for critical thinking. On the other hand, major, academic achievement, high school background, father’s level of education, reading behaviour, and prior training in critical thinking had impacts of varying degrees on one or more of the dependent variables

Subject Keywords

Teachers, Teacher orientation., Teachers, Critical thinking., Self-efficacy .

URI

http://etd.lib.metu.edu.tr/upload/12614436/index.pdf
https://hdl.handle.net/11511/21596

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Online professional development program for science teachers: a case study Ateşkan, Armağan; Özden, M. Yaşar; Department of Computer Education and Instructional Technology (2008) The aim of this study was to investigate science teachers’ perceptions about the online teacher professional development (oTPD) program. The research study included two consecutive steps. The first step was related to the design of the oTPD program. With the help of related literature, examples of oTPD programs and expert opinions, an oTPD program was designed. In the second step, ten of the alumni of Bilkent University Graduate School of Education Biology Teacher Education Program participated in a ten wee...
Investigating middle school mathematics teachers‟ mathematical knowledge for teaching algebra: a multiple case study Girit, Dilek; Akyüz, Didem; Department of Elementary Education (2016) The aim of this study was to examine middle school mathematics teachers’ mathematical knowledge for teaching generalization of patterns and operations with algebraic expressions in planning and implementing processes. Data were collected from two middle school mathematics teachers who worked in the same public school throughout the instruction of algebra unit at 7th grade. In data collection process, lesson plans prepared by the teachers, pre-observation interviews, observations, field notes, and post-obser...
Turkish preschool teachers' beliefs and practices related to two dimensions of developmentally appropriate classroom management Şahin Sak, İkbal Tuba; Erden, Feyza; Durodola, Sharolyn (2018-01-01) The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally ap...
Pre-service middle school mathematics teachers’ proportional reasoning before and after a practice based instructional module / Pişkin Tunç, Mutlu; Çakıroğlu, Erdinç; Department of Elementary Education (2016) The purpose of this study was to investigate pre-service middle school mathematics teachers’ proportional reasoning before and after receiving a practice-based instructional module based on proportional reasoning. Data were collected from three pre-service teachers in the spring semester of 2012-2013. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. A practice-based instructional module based on proportional reasoning was carried out durin...
Turkish preschool teachers’ beliefs and practices related to child-centered education Sak, Ramazan; Tantekin Erden, Feyza; Morrison, George S.; Department of Elementary Education (2013) The aim of this study was to describe preschool teachers' beliefs, self-reported and actual practices related to child-centered education in Turkey. In addition, the consistency of preschool teachers’ beliefs and their practices about child-centered education was examined. In order to investigate this phenomenon, 20 preschool teachers working in public schools were interviewed related to their beliefs and self-reported practices about child-centered education. Also, 5 of these teachers were observed and the...

Citation Formats

N. Akdere, “Turkish pre-service teachers’ critical thinking levels, attitudes and self-efficacy beliefs in teaching for critical thinking,” Ph.D. - Doctoral Program, Middle East Technical University, 2010.