Özet:

The history of the teaching profession, which is now called a professional profession, dates back to many years ago. Professionalism of a profession requires a certain period of training in its field; It is determined by defining the characteristics that should be found in individuals who perform this profession. The teaching profession has its own characteristics related to the nature of the profession. These features, which are included in laws, decrees and official documents as teacher competencies, constitute the aspects that distinguish the teaching profession from other professions. Anyway, the teaching profession is directly affected by the changing conditions, and it contains continuous updating and development. As a natural result of development and change, the goals of education systems, and accordingly, the expectations from teachers change. Bringing 21st century skills to young generations and raising them as world citizens who are devoted to national cultural values has become the most basic duties of education systems and teachers. When the literature is examined, it is seen that critical thinking skill is among these skills that must be transferred to young generations. Activities related to gaining critical thinking at all levels of education from preschool to higher education are included in the programs. All higher-order thinking skills as well as critical thinking skills are included in the updates made in the education programs and in the documents published by the education administrators. The main purpose of this study is to examine the existence of teaching critical thinking and critical thinking in the official documents published by institutions working to train teachers and increase teacher qualifications. Within the scope of the research, the documents on teacher training and teacher qualifications published by the Ministry of National Education and YÖK were examined by document analysis, one of the qualitative research methods. The obtained data were analyzed in a descriptive way. According to the research findings, current education policies and teacher employment issues are generally included in these documents. In two of the three documents examined, there are statements on teaching critical thinking and critical thinking in an explicit / direct form. Although this number is not sufficient, it is thought that the focus of the documents is not primarily teacher training, so critical thinking is limited.

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