Investigation to Improve the Process of Pre-service Teachers' Reflective Thinking Skills through an Action Research

Ufuk Töman

doi:10.13189/ujer.2017.050911

Abstract

This study aimed to pre-service teachers' reflective thinking and to reveal development of reflective thinking during the process of teaching and learning. This study was designed in the form of action research due to the nature of the case examined. The participants were 4 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Video recordings and reflective journals were used to collect the data for study. The qualitative data obtained were analyzed using the content analysis method. Reflective thinking skills developed at the end of the training process of pre-service teachers. However, the work of reflective thinking, planning a course for pre-service teachers participating in this study was shown to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the technical field. At later stages of the process pre-service teacher are determined level of application and critical reflection levels. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.

Highlights

IntroductionLearning reflective thinking effectively and making benefit of these skills effectively cannot be realized automatically
Reflective thinking helps shape the weaknesses and strengths of human behavior. [1]
The practices intended for improving reflective thinking and comprising reflective diary, micro teaching, feedback and guidance for a period of eight weeks have been effective on improving reflective thinking levels of pre-service teachers

Summary

Introduction

Learning reflective thinking effectively and making benefit of these skills effectively cannot be realized automatically. In this context educational institutions have an important role to supply individuals with the reflective thinking skills and to develop them [2, 3]. In reflective thinking students are capable of determining learning deficiencies and become liable for their learning. Teachers colleges have significant roles in bringing teachers in reflective thinking skills [7, 8]. To develop reflective thinking skills in pre-service teachers is considered as a solution by educators in enhancing educational quality [9]. As in student-centered approaches changing roles of student and teacher has caused changing instruction schedules

Objectives

Methods

Results

Conclusion