Özet:

The purpose of this research is to determine the relationships between the academic achievements of the first reading and writing teaching course of class teacher candidates and their thinking styles. In accordance with this objective, the thinking styles of class teacher candidates and academic achievements related to the First Reading Writing Teaching course have been determined; the status of differentiation according to gender, general score average and the university variables in study have been explained. It has also been studied the relationship between the thinking styles of class teacher candidates and the academic achievements of the First Reading Writing Teaching course. The sample of the study was made by 673 class teachers candidates who studied in seven different educational faculties in the spring semester of the 2011-2012 academic year. The data was collected with the "First Reading Writing Teaching Class Academic Success Test" developed by the researcher and the Thinking Styles Inventory developed by Sternberg and Wagner (1992) and adapted to Turkish by Fer (2005). According to the research, classmates prefer the most legislative thinking style than their thinking styles. This is followed by the executive and judgmental thinking styles. The class teacher candidates have been determined that there are no differences in the legislative and judgmental thinking styles according to gender and the general score average, but there are differences in the executive thinking style according to these variables. There is no difference in the executive and judgmental thinking styles according to the university variable in which class teacher candidates are studying, but there is a difference in the legislative thinking style according to this variable. It is also understood that class teacher candidates have a low-level meaningful relationship between their first reading and writing teaching course academic achievements and the executive thinking style.

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