The relationship between teachers, educational philosophies tendency and critical thinking skills

Thinking activity, which distinguishes people from other creatures, is a matter that has existed since the first human beings and has come to be recognized by time. Based on the importance of thinking, studies have been made on this subject and different thinking models which can be described as thinking styles have been emphasized. One of the most ridiculous of these thinking models is critical thinking. Critical thinking; it expresses the multidimensional thinking of the individual in the face of problem situations. Research on this multidimensional thinking has also revealed that it is a behavior that can be taught with revealing that each individual has different levels. In this study, the relationship between teachers' educational philosophy tendencies and critical thinking skills was investigated. The main objectives of this review include the degree to which the tendency to philosophy of education affects critical thinking skills and to determine the direction of this effect. The research was conducted with a relational screening model. The universe of the research is composed of 1953 teachers who worked in the province of Bartın in the academic year of 2015-2016. The sample forms 440 teachers who can be reached. Appropriate sampling model was used in teacher selection The "Critical Thinking Scale" and "Teaching Philosophy Determination Scale" were used to collect data. The data obtained after the application were analyzed with SPSS packet program and t-test, ANOVA, arithmetic mean, standard deviation. Mann Whitney U, regression and correlation tests According to the findings in the research, teachers have reached the conclusion that their education philosophy has helped to enhance their critical thinking skills. Key words: Education, Philosophy, Educational philosophy, Teacher, Critical thinking.