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How learning and thinking takes place in the educational environment and the practices that can be done in this direction are among the main agenda items in educational research.In this context, being aware of the learning styles of students regarding learning and thinking processes and revealing their critical thinking understanding is an important step towards increasing their academic success. It ıs known that students teach according to their own learning (Beşoluk & Önder, 2010; Bybee, 2010 Zhang &Lambert, 2008).It is important for teacher candidates to know the characteristics of education that may differ individually such as critical thinking, to be aware of the importance of these characteristics and to have knowledge and skills in educational arrangements by being affected by their personal characteristics as little as possible intheir professional lives.Fisher (1995) defined critical thinking as the process of reaching a balanced judgment after examining an individual's past lives, information, different ideas and opinions.Critical thinking is a skill that can be taught and developed. In addition, the concept of disposition, which means individuals' willingness to think critically, is another important component in this way of thinking. A critical thinker has a wide variety of skills, such as asking an effective question, focusing on a question or problem, assimilating basic concepts of the unit of knowledge he / she thinks, making inferences and evaluating them, making effective observations, and being careful against assumptions (Ennis, 2011). Critical thinking is a complex concept that has been tried to be defined by many researchers and its conceptual context varies according to the defined subject (Ruff, 2005).When the literature is examined; some studies conducted with teacher candidates from different departments and they stated that the critical thinking levels of the candidates were low or medium (Bulut &Ocak, 2017; Kartal, 2012; Türnüklü & Yeşildere, 2005; Can & Kaymakcı, 2015; Tümkaya, 2011;Wangensteen et al., 2010; Kawashima & Shiomi, 2007; Loken, 2005; Ricketts& Rudd, 2004; McBride, Xiang &Wittenburg, 2002; LeaverDunn, Harrelson, Martin &Wyatt, 2002; Thompson, 2001; Rodriquez, 2000).However, studies in which physical education and sports teacher candidates’ tendencies of critical thinking are included in the sample group are quite insufficient in number. For this reason this research is very important by evaluating physical education and sports teachers who want to train students with critical thinking Abstract: The aim of this study is to examine whether the critical thinking tendencies of the Physical Education teacher candidates differ from the Mathematics and Literature teacher candidates.This research was designed in a scanning model and conducted with the participation of 300 volunteer teacher candidates who were determined according to the stratified sampling method. The Critical Thinking Scale developed by Karalı (2014) was used to collect data in the research. Scale consists of 2 sub-dimensions as; Skill and Value, and a total of 21 items. SPSS (ver.23.00) package program was used to evaluate the data. Since the data conformed to normal distribution (Kolmogorov-Smirnov), Anova, Tuckey and t test were used for analyzing the data and significance level was taken as .05. The total and sub-dimension scores of the teacher candidates obtained from the scale were compared according to the departments and statistically significant differences were found between them (p <0.05).Especially, the differences between the physical education and sports teaching and mathematics teacher candidates were found to be significant in favor of the Physical Education and Sports teacher candidates (p <0.05).There was no significant difference between the physical education and sports teaching and literature teacher candidates (p> 0.05).

Are Critical Thinking Tendencies of the Physical Education Teacher Candidates Differ from Mathematics and Literature?