Özet:

Abstract Reflective thinking is an effective way of thinking for individuals in finding what, how, in what way to learn more effectively and efficiently. Critical thinking also involves a reflective and logical thinking process. The critical and reflective thinking skills are the two characteristics which are considered effective in teachers’ awareness of their own learning and teaching process and the training of qualified teachers. The aim of the study was examining the teacher candidates'ʹ critical and reflective thinking levels in terms of various variables and to determine whether there is a significant relationship between those two thinking types. As data collection tools, "ʺReflective Thinking Determining Level Scale"ʺ which was developed by Kember (2000) and adapted to Turkish by Başol ve Evin Gencel (2013) and "ʺCalifornia Critical Thinking Disposition Inventory"ʺ which was translated into Turkish by Kökdemir (2003) were used. The study found that the teacher candidates'ʹ critical thinking tendency and reflective thinking levels differed in terms of various variables. There is a positive and significant relationship between these two ways of thinking and the critical thinking tendency explains 14% of the variance related to the level of reflective thinking.

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