Abstract:

A growing body of literature supports the relation between students’ sense of self-efficacy and their academic performance. Similarly, there are studies indicating a relationship between critical thinking dispositions and academic performance. The purpose of the present study is to examine in what degree the teacher candidates’ sense of self-efficacy and critical thinking dispositions predict their success in school practicum course. A total of 104 subjects (23 male, 81 female) participated in the study. Data related to teacher candidates’ sense self-efficacy was collected using Teachers’ Sense of Self-Efficacy Scale (Çapa, Çakıroğlu & Sarıkaya, 2005). Teacher candidates’ critical thinking dispositions were collected using the Turkish version of California Critical Thinking Dispositions Inventory (CCTDI) which was adapted into Turkish by Kökdemir (2003). As for the success in school practicum course, teacher candidates’ grades awarded by their school practicum supervisors were used. Statistically significant correlation was found between the self-efficacy and critical dispositions scores, and between critical thinking disposition scores and school practicum grades of the participants. The results of the regression analysis showed that teacher candidates’ critical thinking dispositions scores predict their success in school practicum course. However, contrary to the expectations, their senses of self-efficacy scores do not predict their success in the same course.

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