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    Fostering creative thinking skills to burst the effect of emotional intelligence on entrepreneurial skills
    (Elsevier, 2023) Durnalı, Mehmet; Orakçı, Şenol; Khalili, Tahmineh
    A good deal of study has already been revealed compact bilateral relationships between creative thinking, entrepreneurship, and emotional intelligence among teacher candidates. However, a compact review of the literature will not find a study with a sample of teacher candidates investigating the mediating effects of creative thinking in the relationship between their emotional intelligence and entrepreneurship. In this respect, missing from the literature is an actual constructed data-driven knowledge that promotes to understanding of systematic rationality of supposed associations. To that end, the current research designed in a descriptivecorrelational structural equation model (Covariance based) to test a developed hypothetical model bearing upon the literature. A survey was deployed to gather the data of 412 teacher candidates. 297 of these were females and 115 were males. The data analysis techniques were confined to descriptive, correlational, and prediction algorithms of the SPSS and the AMOS's standardized regression coefficients and the goodness of fit indices for the path model. The results uncovered that the emotional intelligence positively predicted the entrepreneurship and creative thinking. In this way, we understand that when the emotional intelligence increases, entrepreneurship and creative thinking also increase. On the other hand, creative thinking positively predicted the entrepreneurship. Specifically, entrepreneurship increases when creative thinking increases. In closing, teacher candidates' creative thinking played a significant role in the relationship between their emotional intelligence and entrepreneurship. The implication of these results can be advantageous for the planning and designing more effective courses of teacher education in accordance with the 21st century educational trends.
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    The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy
    (Springer Heidelberg, 2024) Orakçı, Şenol; Khalili, Tahmineh
    Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers' critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.