An Analysis of the Relationship Between Prospective Teachers’ Thinking Styles and Their Attitutes to Teaching According to Various Variables

• Main Authors: Mehmet UYGUN, Halil KUNT
• Format: Article
• Language: English
• Published: Kura Publishing 2014-03-01
• Series: International Electronic Journal of Elementary Education
• Subjects: Thinking Styles; Attitude to Teaching Profession; Prospective Teacher
• Online Access: http://www.iejee.com/6_2_2014/IEJEE_6_2_uygun_kunt.pdf

This study aimed to analyze the relationship between primary school prospective teachers’ thinking styles and their attitudes to teaching profession. The study group for the research consisted of fourth-grade Primary School of Elementary Education, Social Sciences Education and Science Education students studying at Dumlupınar University Education Faculty in the fall term of 2013-2014 academic year. The scale was applied to 222 students. Survey model was used. In order to define the prospective teachers thinking styles, “Thinking Styles Inventory”’ that was adapted into Turkish by Fer (2005) and “Teaching Profession Attitude Scale” that was developed by Çetin (2006) were used in this research. According to the results of this study, prospective teachers’ attitude to teaching profession has been found to be positive and women’s attitude to teaching profession is higher than men in all the dimensions. While the most preferred thinking styles are legislative, hierarchic and executive thinking styles, the least preferred thinking styles are oligarchic and conservative thinking styles. In addition, there is a significant relationship between prospective teachers and total attitude point of prospective teachers to teaching profession.