Critical Thinking Disposition of German and English Foreign Language Teacher Candidates

In this study was examined the importance of Critical Thinking in education of students, which are studying to be a teacher of English and German as foreign language, and their attitude to Critical Thinking. To describe the momentary situation the descriptive capture model was used as a method and as a data ascertainment "California Critical Thinking Disposition Inventory" was used. All together have taken part 302 candidates for a teaching post for English and German voluntarily as test persons in this study and for the analysis of the data were used frequencies, percentages, average means, standard deviation and two-way ANOVA. The study shows that the candidates for a teaching post for foreign language own with on an average middle to rather low trend towards the Critical Thinking. Besides could be indicated with the help of this study that there are no significant differences between Critical Thinking and gender and department and between Critical Thinking and academic success. As a result of this study is to be emphasized that for critical thinking students critically thinking teachers are a compelling condition and creative, constructive and practical progressions are decisive.