Bu araştırmada, öğretmen adaylarının bilişötesi öğrenme stratejileri ile akademik özyeterlik inançları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Ayrıca araştırmada, bilişötesi öğrenme stratejileri ve akademik özyeterlik inançlarının "cinsiyet, sınıf düzeyi, akademik başarı ve öğrenim görülen üniversite" değişkenlerine göre farklılaşıp farklılaşmadığı incelenmiştir. Tarama modelindeki araştırmanın çalışma grubunu, 2010-2011 eğitim-öğretim yılı Güz yarıyılında Ankara Üniversitesi, Anadolu Üniversitesi ve Eskişehir Osmangazi Üniversitesi Eğitim Fakültesinde öğrenim gören toplam 794 öğretmen adayı oluşturmaktadır. Araştırmanın verilerinin toplanmasında "Bilişötesi Öğrenme Stratejileri Ölçeği" ve "Akademik Özyeterlik Ölçeği" kullanılmıştır. Verilerin çözümlenmesinde, Pearson Momentler Çarpımı Korelasyon Katsayısı, t testi ve ANOVA ve Kruskall Wallis H testi kullanılmıştır. Araştırmadan elde edilen bulgular, öğretmen adaylarının bilişötesi öğrenme stratejileri ile akademik özyeterlik inançları arasında anlamlı ilişkiler olduğunu; bilişötesi öğrenme stratejilerinin cinsiyete akademik başarıya ve öğrenim görülen üniversiteye göre farklılaştığını; akademik özyeterlik inançlarının ise sınıf düzeyine, akademik başarıya ve öğrenim görülen üniversiteye göre farklılaştığını ortaya koymaktadır.Anahtar Sözcükler: Bilişötesi (üst biliş) öğrenme stratejileri; Akademik özyeterlik inancı; Özyeterlik inancı.

ABSTRACT:The purpose of the present study is to determine whether there is a relationship between the preservice teachers' educational beliefs and their tendency to think critically. Moreover, the study also looks at whether the critical thinking tendency varies depending on the variables such as gender, the classroom attended, department, the state of book reading habit, and mother and father's education level. The population of this research employing a survey model consists of 908 pre-service teachers of all the departments of the Education Faculty of Ankara University. The data collection instruments of the study are "California Critical Thinking Disposition Inventory" and "Educational Beliefs Scale". Pearson Moments Product Correlation Coefficient, ttest, and ANOVA were used in the analysis of the data. The findings of the study revealed that there were significant relations between the sub-dimensions of the Educational Beliefs Scale and the Critical Thinking Disposition Inventory. Key Words: Educational beliefs, educational philosophy, critical thinking disposition SUMMARY Purpose and significance:The main purpose of this study is to determine whether there is a relationship between the pre-service teachers' educational beliefs and their tendency to think critically. Moreover, to determine whether scores vary depending on the variables of gender, grade level, the attended program, the state of book reading, mother's education level and father's education level. When it is considered that educational beliefs are formed based on educational philosophy, the findings are believed to provide evidence for the theory that there is a strong correlation between philosophy and (critical) thinking. Methods:The study was designed with the survey model. The research population consists of 908 preservice teachers attending all the departments of Ankara University Faculty of Educational Science. In the collection of the data, "California Critical Thinking Tendency Scale" and "Education Beliefs Scale" were used. Pearson Moments Product Correlation Coefficient, t test, and ANOVA were used in the analysis of the data.Results: In the current study, it was found that there was a positive, significant and medium level correlation between the pre-service teachers' critical thinking tendencies and Progressivism and Existentialism sub-dimensions of Education beliefs; a positive, significant and low level correlation between their critical thinking tendencies and Perennialism and Re-constructivism sub-dimensions and a negative, significant and medium level correlation between their critical thinking tendencies and Essentialism sub-dimension. Also the findings obtained in the present study for the limited number of variables investigated in relation to critical thinking tendency and educational beliefs revealed some important differences. Discussion and Conclusions:In light of the findings, it is clear that critical thinking tendencies have a positive correlation with Progressivism and Existentialism sub-dimensions and a negative c...

The aim of the present study is to determine the meanings that prospective teachers attribute to the concept of teacher educator through metaphors. The study has been designed with a phenemenological approach. The study group has been composed of 272 prospective teachers studying at the education faculties of three different universities in Turkey. The prospective teachers were asked to complete the following sentence: "A teacher educators is ......... because ......, and the metaphors they used were analyzed with content analysis approach. As a result of the analysis done, the metaphors were categorized under two main themes as positive and negative ones. The themes for the positive aspects of lecturers are "guiding, source of information, open to learn and develop oneself, passionate, hardworking, model, shaping the future, critical thinking, valuing their profession and students" while the themes for the negative metaphors are "not fulfilling the teaching responsibility effectively, not developing oneself/not being open to development, thinking themselves superior to students, authoritarian, not being open-minded, discriminating, not having an effective communication with students, resorting to psychological violence against students, acting for the benefit of themselves, complying with the system/submissive and exploiting the students". That there are negative metaphors for the teacher educators besides the positive ones indicate that the qualities of teacher educators should be questioned for a quality teacher education.

The extent to which the characteristics of a metacognitive oriented learning environment predict the characteristics of a thinkingfriendly classroom.

The aim of the research is to examine social studies and mathematics courses' learning outcomes in terms of the level of teaching critical thinking skills and tendencies. The research was carried out based on the content analysis method. The document analysis method was used to collect data. The documents examined in the research were taken from the curriculums of social and mathematics Courses (4. to 7. class) which were in use from July 2017. The 323 learning outcomes through relevant documents are analyzed using the deductive content analysis approach. "Classification Form of Learning Achievements in terms of Category and Level", "Rubric of Learning Critical Thinking Skill Level of Learning Acquisition" and "Rubric for Evaluation Critical Thinking Level of Learning Acquisitions" were used in the document analysis. The analyses showed that the learning outcomes of the social studies curriculum were more sufficient to gain critical thinking skills and tendencies than the mathematics course.