Reflective Thinking Skills of Pre-Service Teachers And Factors That Enhance The Reflective Thinking

Gülnur Özbek, Erdoğan Köse

Abstract


The aim of this study is to analyze the reflective thinking skills of pre-service teachers and to identify factors that enhance the reflective thinking skills during the practicum settings of pre-service teachers. Study was conducted in the form of action research in qualitative research paradigm. Ten week practicum proces of 6 pre-service teachers were constructed. Data collection consisted of weekly guided diary entries, interviews, camera-recorded practicum settings, mid and end of course perception questionnaires and peer feedbacks. Content and descriptive analysis method was employed. The study revealed that 10 factors was important in development of preservice teachers’ reflective thinking skills

Keywords


Reflective thinking, teacher education, practicum settings, curriculum

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References


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DOI: https://doi.org/10.24106/kefdergi.2577

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