The examination of relationship between critical thinking dispositions and educational beliefs in preservice elementary school teachers

Examining the relationship between education beliefs and critical thinking disposition of form teacher candidates. In today's world of modern education in line with their beliefs studying, criticizing, questioning, analytical thinking, problem solving skills with individuals who are always one step ahead compared to others in the community. In this study, we aimed to investigate the relationship between form teacher candidates educational beliefs and critical thinking orientation. Also in research, if critical thinking, beliefs, disposition and training "gender, class, family income, parents' education level, perceived parental attitudes to age" differentiate or not according to the variables was examined. For this purpose in the study relational scanning is used which is one method of descriptive research methods. The working population of the scanning model is Dumlupınar, Afyon Kocatepe and Uşak Universities Faculty of Educational Sciences "432" form teacher candidates who were studying in 2014-2015 academic year. To collect the data of the study "Critical Thinking Dispositions Scale" and "Education Beliefs Scale" are used. To analyze the data, descriptive statistics, Kruskal-Wallis test, correlation analysis, multiple regression analysis, the Mann-Whitney U test and Spearman correlation analysis were used. After analyzing the result of the data, it is found that there is a positive relationship between classroom teachers' critical thinking disposition and educational beliefs and subscales (Progressivism, Existentionaist Education, Reconstructionism, and Perennialism). But "essentialism" is found that there is a negative relationship between " perennialism " with sub-scale and critical thinking intention. In other words, if the form teacher candidates progressive, existential, re-fiction and permanent belief score increase, critical thinking towards education levels are increasing in a positive direction. But, this is not the case for belief in essentialism education. In addition, the educational belief among themselves has (progressivism, existentionaist education, reconstructionism, perennialism) positive and (essentialism) negative relationships. Critical thinking intention between the educational believes relationship quality from bigger to smaller identified like this schema; progressivism > existentionaist education > reconstructionism > perennialism> essentialism Keywords: form teacher candidates, education belief, educational philosophy, critical thinking, critical thinking intention