Examining the Relation between Perfectionism and Critical Thinking Tendencies of Teacher Candidates
Authors: Hasan Said TORTOP, Cevat EKER
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Educational Sciences confronts us with several learning theories, teaching methods and techniques today. However, that individuals that will apply them have ideal properties is important. In teacher education, main subjects that are emphasized today is developing their several proficiencies and skills. Researching if these skill fields that are emphasized with loudly interact, can provide educational packages to be formed instead of this polyphony. In this research, it was aimed to examine the relation between perfectionism levels and critical thinking skills of teacher candidates. In the research, an education faculty of a university in Turkey was determined as a reachable universe. As the sample of the research, 194 teacher candidates, who attend 2nd and 3rd grades of science and technology, classroom, pre-school, mentally retarded, social studies, and mathematics education departments, were included with simple random sampling method. As data gathering tool, Multidimensional Perfectionism Scale In Learning (MPSIL) and California Critical Thinking Tendencies Scale (CCTTS) were used. The reliability coefficients of the scales were found to be 0.79 and 0.78 respectively. Analysis of data was made with Pearson Product-Moment statistical calculation in SPSS software. As a result of the research, an intermediate relation was found between perfectionism levels and critical thinking skills of teacher candidates (r=0.328, p<.00). Moreover, sub-dimensions of scales and their relation levels were examined. Developing skills that will help teacher candidates to be effective teachers in teaching is very important for teacher education. Giving some interrelated skills together instead of separately can be effective.