Abstract
This study traces evidence of reflection in teacher education and teaching practice by measuring reflection of preservice teachers and experienced teachers and clarifying reflection-oriented reactions to possible confusions or problematic situations considering whether or not they are reflective practitioners. The data were collected from 514 volunteer preservice teachers and 466 experienced teachers teaching science, math, English, Turkish, and primary classes. Teacher Reflection Scale (TRS) (Kayapinar and Erkus, 2009) was used to collect data. In order to analyze the data and obtain descriptive statistics for the item results, SPSS 16.0 was employed. Statistical analyses gave evidence that preservice primary teachers had a high mean of reflection. Under the light of the results gathered from data, experienced teachers did not attain higher reflection scores when compared to preservice teachers. There is evidence that math teachers’ experiences in school settings might lead them to reflect on their practices in time. Experienced teachers of English, science, Turkish, and primary education did not attain higher TRS scores when compared to preservice teachers of the same subject areas. There was no statistically significant and meaningful difference between the rank averages of the mentioned groups’ reflection scores. Besides, preservice and experienced primary teachers’ reflection scores seem higher than the ones obtained from other subject areas, and there is no significant difference between these two groups. Preservice and experienced math teachers’ results demonstrate that the scores of experienced math teachers revealed a statistically significant difference at a meaningful level (p=.000). Key words: Reflection, preservice, teacher, teaching, teacher development.
Highlights
Preservice and experienced primary teachers’ reflection scores seem higher than the ones obtained from other subject areas, and there is no significant difference between these two groups
The findings and results give interesting evidence that experienced teachers of English language, science, Turkish language, and primary education did not attain higher reflection when compared to preservice teachers of the same subject areas
There was no statistically significant and meaningful difference between the rank averages of the mentioned groups’ reflection scores. This result might mean that -putting aside all uncontrollable variables, extraneous factors, or external and environmental forces- experienced teachers of English language science, Turkish language, and primary education do not reflect on their practices, or their level of reflection does not show any significant difference in time
Summary
Reflection can be defined as “an active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds supporting it and future conclusions, to which it tends” (Dewey, 1933: 43). Zeichner (1994) believes that reflection is essential for bringing understanding to the complex nature of classrooms, and states that teachers should be trained to reflect on the subject matter and the thoughtful application. He further states that teachers need to reflect on their learners’ thinking, understandings, interests and developmental thinking. Teachers need to look at teaching from other perspectives to become more reflective practitioners
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