Teacher candidates’ critical thinking and learning autonomy: the mediating role of self-regulation

Abstract

This age we live in is called the information age, and it has a point of view that is argued that the learner should have control of constructing the knowledge and the learning process and also think critically. This study aims to look into the connections between critical thinking, self-regulation, and learning autonomy in teacher candidates and the mediating role of self-regulation in the effect of critical thinking on learning autonomy. From this point forth, a relational comparison design was used in the research. The research sample comprised 368 teacher candidates studying in the primary and preschool teaching programs of 20 state universities located in different regions of Turkey constituted the research sample. The data collected were analyzed using correlation and path analysis models. Consequently, it has been set forth that there is a positive and significant relationship between the critical thinking skills, learning autonomy, and self-regulation skills of the teacher candidates studying in the last year of the preschool and primary teaching program. It has been detected that self-regulation has a mediating effect in predicting the learning autonomy of critical thinking. In accordance with the results, content that will support the development of critical thinking, learning autonomy, and self-regulation skills can be included in the undergraduate program to be applied in the training of teachers who will teach at the primary education level. As the development of these skills will enrich the learning processes, it may possibly also increase the quality of the education given at the primary education level.