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In today’s world, one of the most important qualifications that individuals should have to be conscious thinkers is to be able to think critically. However, in order to be able to cultivate individuals who can think critically, firstly the teachers who can think critically are needed. So, the aim of this study is to develop critical thinking skills of history teacher candidates. In this research, the method of action research is conducted. The participants of the research are composed of 12 final grade history teacher candidates. To develop the critical thinking skills of history teacher candidates an education focusing on the critical analysis of first hand historical resources was performed. Data collection tools were a questionnaire form and first hand historical resource analysis rubric. As a result of the research, history teacher candidates have become more conscious of the necessity of critical thinking skills in history teaching and on the benefits of critical thinking for students. In addition, the competency perceptions of the participants on the critical analysis of first hand historical resources also showed a significant change in the positive direction after the education process. In addition, it has been found that after the education the participants can critically question and analyze the first hand historical resources from much different perspectives than before the education.

An Action Research for Developing Critical Thinking Skills of History Teacher Candidates