Abstract

Past research suggest that thinking style in general correlates with varibles such as personality and modes of thinking, among others. Thinking style research is also relevant in determining attributes of prospective teachers conducive for pedagogical purposes. This study investigated the thinking styles of 509 teacher trainees at four teacher training institutes in Sarawak, East Malaysia. Sternberg et al.’s Thinking Styles Inventory was used to obtain a profile of the thinking styles of the teacher trainees. Participants of the study were selected using a stratified random sampling procedure. Sternberg’s Theory of Mental Self- Government was used as the theoretical framework of the study. The study examined differences in thinking styles based on the variables gender, SES, and rural/urban location. In addition, the study investigated any relationship between thinking styles and academic achievement. The data was analysed using t-test, one-way ANOVA, and Pearson correlation. The results of the study provide implications for teacher training and teacher education in general.