Investigation of teacher candidates' learning approaches, learning styles and critical thinking dispositions

Abstract

In this study teacher candidates’ learning approaches, learning styles and critical thinking dispositions were investigated. The sample of the study consists of 528 students in Sakarya University Faculty of Education. Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), Perceptual Learning Style Questionnaire (PLSQ) and California Critical Thinking Disposition Inventory (CCTDI) were used as data collection tools. The results obtained indicated that critical thinking dispositions of teacher candidates are in general at medium and lower levels and their major learning styles are generally kinesthetic, individual and auditory. Critical thinking disposition positively correlates with deep learning approach, tactile and kinesthetic learning styles and negatively correlates with surface learning approach. Deep learning approach positively correlates with tactile and kinesthetic learning styles. Statistically significant difference was observed in favor of girls with respect to both critical thinking disposition and deep learning approach. Statistically significant
difference was observed between BS students and MS students with respect to both critical thinking disposition and deep learning approach in favor of MS students. In addition, teacher candidates’ critical thinking disposition and deep learning approach scores do not differ with respect to geographical region, location size (village, town etc.), and monthly expense.