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Abstract
In this research, thinking styles of teacher candidates were compared according to their demographic information such as department, age, sex, the educational level of their parents, time allocated to study, planning and the grade point average (GPA). The participants of the study 212 teacher candidates (118 female, 94 male) were enrolling at International Cyprus University in North Cyprus Turkish Republic. A Thinking Styles Inventory was employed as a tool to collect the data in the research. GPAs were retrieved from the student transcripts. According to the results, it was found that the thinking styles differ according to participants’ departments, sex, and time allocated to studying and planning their GPA.
Keywords
Abstract
In this research, thinking styles of teacher candidates were compared according to their demographic information such as department, age, sex, the educational level of their parents, time allocated to study, planning and the grade point average (GPA). The participants of the study 212 teacher candidates (118 female, 94 male) were enrolling at International Cyprus University in North Cyprus Turkish Republic. A Thinking Styles Inventory was employed as a tool to collect the data in the research. GPAs were retrieved from the student transcripts. According to the results, it was found that the thinking styles differ according to participants’ departments, sex, and time allocated to studying and planning their GPA.