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Problem Statement: The main function of education is to prepare individuals for life. In this context, education aims to equip individuals throughout the different stages of education, where most of the time individuals learn how they should behave, as well as how to manage problems with effective problem-solving and critical thinking skills. The educational process used to develop critical thinking in teacher candidates is known to be important for the preparation of educational environments; many studies have identified that a large proportion of what teachers teach is what they have learned (Besoluk & Onder, 2010). Therefore, it is important to determine trends in the development of teaching candidates’ critical thinking skills and to address these features in the process of teaching and learning. Purpose of Study: The purpose of this study is to analyze the level of teacher candidates’ critical thinking skills and to determine whether there is a significant difference in their critical thinking skills in terms of teacher candidates’ institutions, gender, and class, and their frequency of reading humor magazines. Methods: The present research used a descriptive kind of general survey model with a quantitative method. Widely used, the descriptive approach aims to identify the condition of interest. Survey models refer to research approaches that aim to describe past or existing situations. The situation, event, individual, or object related to the study is used to determine their terms (Karasar, 2009). Findings and Results: As a result of the study, it was found that teacher candidates’ critical thinking skills displayed significant differences in sensibility of critical thinking skills, consciousness, empathy, adoption, * Dr.: European University of Lefke, Dr. Fazil Kucuk Faculty of Education, , Lefke, Northern Cyprus, Mersin 10, Turkey. eposta: oserin@eul.edu.tr |
