Abstract
The main aim of this study is to evaluate teacher candidates learning styles and critical thinking dispositions in terms of different variables. This study was conducted at Anadolu University with 251 students. In this study Kolb Learning Style Inventory was used to determine the learning styles of pre-service teachers and in order to define their critical thinking dispositions the California Critical Thinking Disposition Inventory (CCTDI) was used. The results of this study indicated that the majority of teacher candidates have assimilator and converger learning styles, while the participants’ critical thinking dispositions were low. Moreover, it was obtained that learning styles and critical thinking dispositions differ from according to teacher candidates’ gender, departments, grades and academic successes.
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