Determining the relationship between the critical thinking trends of pre-service teachers in the faculty of education and their attitude towards teaching profession

In this study, it was aimed to examine pre-service teacher' critical thinking dispositions and their attitudes towards the teaching profession in terms of different variables and to determine the relationship between them. A descriptive research method and a relational survey method were used in this study. "Critical Thinking Skills Questionnaire" developed by Sarıgöz (2014) and "Attitude Scale towards Teaching Profession" prepared by Üstüner (2006) were used as data collection instruments. Pre-service teachers studying in the last year of a state university's education faculty in the Eastern Anatolia Region participated in the study in the 2018-2019 academic year. Findings showed that there was not any significant difference in terms of pre-service teachers' critical thinking dispositions in terms of gender and maternal education level variables. A significant difference was found in terms of the education level of the department and the father's education level. While there was not any significant difference between pre-service teachers' attitudes towards the teaching profession and gender variables, there was a difference according to the department variable. In addition, it was determined that the relationship between pre-service teachers' critical thinking dispositions and their attitudes towards the teaching profession was at a low level.