An Examination on Geography Teachers’ Reflective Thinking Tendencies

Abstract

This study is a descriptive research executed via scanning model with the purpose of examining geography teachers’ tendency towards reflective thinking according to different variables. Study group consists of 218 geography teachers serving in schools bounded on Ministry of National Education in 2017/2018 education period. As a data collection tool personal information form developed by the researcher and “Reflective Thinking Tendency Scale” were used in this study. Arithmetic average, standard deviation, t-test and one-way variance analysis were used in the analysis of the data obtained. As a result of the research, generally geography teachers are determined to have a high degree of reflective thinking. That, female geography teacher have higher degree of reflective thinking tendency than male geography teachers are determined. It is detected that professional seniority, place of duty and faculty of graduation don’t change geography teachers’ tendency of reflective thinking. While a significant difference for the good of geography teachers serving in other high schools in sub-dimension of the scale “critical and effective teaching” according to the type of duty school Anatolian high school, occupational high school, other high schools (fine arts high school, science high school, social sciences high school, private high schools), there is no significant difference in total scores and other sub-dimensions.