The Relationship Between Preservice Teachers' Critical Thinking and Epistemological Beliefs

Abstract

In this study, the relationship between pre-service teachers' critical thinking dispositions and their epistemological belief perceptions was examined. The relational screening model was used in the study designed in quantitative research approach. The study group of the research is 234 teacher candidates who study at Education Faculties of Gaziantep University and are determined by simple random sampling method. In the study, data were collected with scales developed for two different variables as epistemological belief and critical thinking disposition. SPSS 22.0 packaged software has been used in the process of data analysis. During the research process, the data were evaluated using the arithmetic mean, Pearson Product Moments Correlation Coefficient and multiple regression analysis. In the study, it was determined that the epistemological belief perceptions of teacher candidates differ according to dimensions and their critical thinking dispositions were at a high level. However, positive relationships were determined between sub-dimensions of pre-service teachers' epistemological belief perceptions and sub-dimensions of critical thinking dispositions. Accordingly, a positive and a low level relationship between "access and acquisition of knowledge " and "reasoning" dimensions with "simple knowledge" and "reaching judgment" dimensions; a positive and moderate relationship between 'simple knowledge' and 'reasoning' dimensions were found. In addition, it was determined that 'reasoning', 'open-mindedness' and 'reaching judgment', which are sub-dimensions of the pre-service teachers' critical thinking dispositions; significantly predicted their perception of the epistemological beliefs regarding 'access to knowledge' and 'simple knowledge'.