Analysis of the empathy and the critical thinking disposition of the teacher candidates

Abstract

In this research, it is examined that whether there is a statistically significant difference between the teacher candidates’ critical thinking dispositions and instead of empathy inclinations (dependent variables), and their curriculums, grades, genders, parental education levels, and perceived socio-economic status (independent variables) or not. The faculty of education students from Çukurova University constituted the universe of this study. Totally, 671 teacher candidates, who were all selected randomly, participated in the research. In the research, California Critical Thinking Disposition Inventory (CCTDI) which was designed by Kökdemir and Empathy Education Scale (EEO) which was invented by Dökmen were used. Furthermore, an “Individual Information Form” which consists of questions regarding the teacher candidates’ curriculums, grades, genders, parental education levels and perceived socio-economic status was prepared and applied by the researcher. As a result of this study, a low level of significant and positive relation between the teacher candidates’ critical thinking dispositions and empathy inclinations was found. It was detected that teacher candidate’s critical thinking disposition was not affected by their curriculums, grades, genders, parental education levels, and perceived socio-economic status. The difference between empathy inclination and all of the independent variables was statistically significant.