Özet:

In this study, the aim is to study whether the creative thinking tendencies of the Turkish teacher candidates, the impact on the reflective thinking levels and the level of focus, and whether these two secret variables differ in the manidar level in terms of gender and class level variables. The study’s work group is determined through simple, unselective sampling of unselective sampling methods and the participants; in the 2018-2019 academic year, the Recep Tayyip Erdoğan University’s Turkish Teaching Department has 210 teachers candidates studying in the 1, 2, 3 and 4 classes. In the collection of the data of the work performed with the Relational Scanning Model, the Creative Thought Trends and Reflective Thought Level Scale were used. The data analysis used IBM SPSS 23 and AMOS (Analysis of Moment Structures) 22.0 software. The study calculated the central trend and distribution criteria (frequency, percentage, average, pressure and confusion) for illustrative statistics and demographic variables. Verification factor analysis and analysis of the structural equality model for the measurement tools used in the study were carried out with the AMOS 22.0 software. In the analysis for the prediction of parameters relating to the structural equality model, the method of maximum likeness (Maximum Likehood) was preferred. The evaluation of the compatibility well-being values obtained by the results of the analyses used the χ2/df, CFI, GFI, TLI, NFI, IFI, RMSEA and SRMR compatibility indices. According to the research, creative thinking trends describe 29% of the reflective thinking level, processing in a positive direction and manicure level. However, it has been found that the creative thinking tendencies of the Turkish teacher candidates in terms of gender variation in the scale of innovation search, curiosity, doubts and flexibility are varied at a manidar level in favour of the male teacher candidates. Reflective thinking trends have similar characteristics in terms of gender variable. In terms of class level variables, the 4th grade of courage is in favor of the 4th grade, and the 4th grade of reflective thinking tends. Classes have been shown to be different. From these findings, it can be said that there are other variables that influence the reflective thinking levels of the Turkish teacher candidates, but there should be practices that enhance their tendencies to creative thinking to increase their reflective thinking levels.

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