摘要：This study investigated the critical thinking dispositions of pre-service teachers in terms of various variables. The study included 1106 participants and used the survey model and the Turkish version (CCTDI-T) of the California Critical Thinking Disposition Inventory (CCTDI). The reliability of the scale for this study was found to be .82. The significance level of the study was set at .01. The study identified significant differences in the critical thinking dispositions of pre-service teachers with respect to departments, but found no significant differences with respect to class or gender. The study found that in general teachers tend to have low disposition toward critical thinking, and identified a positive but weak relationship between academic achievement and critical thinking dispositions.
