Araştırma Makalesi
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Teachers’ Reflection and Level of Reflective Thinking on the Different Dimensions of their teaching practice

Yıl 2021, Cilt: 5 Sayı: 1, 118 - 139, 30.06.2021

Öz

The present study deeply aims to reveal teachers’ reflection and their reflective thinking levels on the different dimension of their teaching practice with regard to the dimension of learning objectives, content, learning-teaching process, and measurement and evaluation in the context of English courses. The study was designed as case study method. The study group was composed of 27 teachers selected based on the criterion sampling method. Results showed that the participant teachers had information about reflective thinking skills and they made some changes in the lesson plan because they thought that a lesson plan for the learning objectives ignoring students' prior knowledge was ineffective. Based on teachers’ opinions, it was also determined that the content consisted of similar topics and was very intense and heavily based on vocabulary teaching. Results indicated that participant teachers reflected on teaching methods and techniques, activities and materials, student motivation, classroom atmosphere, and ensuring participation in the lesson. It was also revealed that the efficiency of measurement tools and the need to prepare measurement tools with regard to the learning objectives should be realized. Based on their reflective diaries, participant teachers also reflected at the technical, practical and critical levels and developed reflection-in-action, reflection-on-action, and reflection-for-action. Providing teachers with in-service training courses such as thinking skills, problem solving and decision making techniques, risk and crisis management that will contribute to overcoming their shortcoming and mistakes is thought to improve their reflective thinking skills.

Kaynakça

  • Abrams, E. & Middleton, M. (2004). Pre-service middle school teachers reflecting on instructional practice through technology. Paper presented at the National Educational Computing Conference, New Orleans. ABD.
  • Ahmad, I., Said, H.B., Zeb, A., Rehman, S., Ahmad, S., & Khan, W. (2013). How reflective practice improves teachers’ classroom teaching skill? A case of community based schools in district Chitral, Khyber Pakhtunkhwa. Social Sciences and Humanities, 4(1), 73-81.
  • Allen, R. M. & Casbergue, R. M. (1997). Evolution of novice through expert teachers' recall: Implications for Effective reflection on practice. Teaching and Teacher Education, 13(7): 741-755
  • Altınok, H. (2002). Reflective teaching: Its importance and reflections on teacher education. Journal of Educational Research, 2(8), 65-73.
  • Aslan, G. (2009). Investigating the relationship between the reflevtive thinging tendency and anxiety level among class teachers. (Unpublished Master's thesis). Yeditepe University, Institute of Social Sciences, İstanbul.
  • Atalay, T. D., & Karahan, B.Ü. (2016). An assessment on reflective thinking tendencies among turkish teacher candidates. International Journal of Turkish Education and Training, 2, 18-27.
  • Ayçicek, B., Yanpar Yelken, T., & Yokuş, G . (2019). An analysis of teachers’ reflective thinking tendencies depending on various variables. Trakya Journal of Education, 9(3) , 612-626.
  • Aydın, M., & Çelik, T. (2013). The prospective teacher’ opinions relating reflective thinking skills. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 169-181.
  • Aydoğmuş, M. (2017). Investigation of the effectiveness of reflective teaching activities in secondary school. (Doctoral dissertation). Necmettin Erbakan University, Institute of Educational Sciences, Konya.
  • Burgess, J. M. C. (1999). Reflections of student teachers: Comparisons among five models of reflective thought. Unpublished Doctoral Dissertation, University of North Carolina.
  • Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: a precursor for incorporating critical thinking into the classroom? International Journal of Instruction, 5(1), 167-183.
  • Cohen, L., & Manion, L., (1994). Research methods in education. Fourth Edition, Newyork, Rutledge.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. D. Heath.
  • Dilekli, Y., & Orakcı, Ş. (2019). Analyzing teachers’ reflective thinking in terms of some variables. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 11(18), 1517-1539.
  • Dolapçıoğlu, S. D. (2007). Evaluation of classroom teachers' reflective thinking levels (Unpublished Master's thesis). Mustafa Kemal University, Institute of Social Sciences, Hatay
  • Duban, N., & Yanpar Yelken T. (2010). Öğretmen adaylarının yansıtıcı düşünme eğilimleri ve yansıtıcı öğretmen özellikleriyle ilgili görüşleri [Preservice teachers' opinions on reflective thinking tendencies and reflective teacher characteristics]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 343-336.
  • Eby, J.W., & Kujawa, E. (1994). Reflective Planning, Teaching and Evaluation: K-12. New York: Merrill
  • Ekiz, D. (2006). Self-observation and peer-observation: Reflective diaries of primary student-teachers. Elementary Education Online, 5(1) 45-57.
  • Elmalı, Ş., & Balkan Kıyıcı, F. (2018). Prospective Science Teachers’ Tendecies of Reflective Thinking and Views About Reflective Thinking. Elementary Education Online, 17(3), 1706-1718.
  • Erginel-Şanal, S. (2006). Developing reflective teachers: A study on perception and improvement of reflection in pre-service teacher education (Unpublished doctoral dissertation). METU University, Institute of Social Sciences, Ankara.
  • Ersözlü, Z. N. (2008). The effects of reflective thinking activities on the academic successes and attitudes of fifth grade primary social studies students. (Unpublished doctoral dissertation). Fırat University, Institute of Social Sciences, Elazığ.
  • Evin-Gencel, İ., & Güzel-Candan, D. (2014). Öğretmen adaylarının eleştirel düşünme eğilimleri ve yansıtıcı düşünme düzeylerinin incelenmesi [Examination of pre-service teachers' critical thinking dispositions and reflective thinking levels]. 2. Uluslararası Eğitim Araştırmaları Kongresinde sözlü bildiri, Dokuz Eylül Üniversitesi, İzmir.
  • Fakazlı, Ö., & Kuru Gönen S. İ. (2017). Reflection on reflection: EFL university instructors’ perceptions on reflective practices, Hacettepe University Journal of Education, 32(3), 708-726.
  • Ferraro, J.M. (2000). Reflective practice and professional development. ERIC Digest ED449120.
  • Gedik, H., Akhan, N. E., & Kılıçoğlu, G. (2014). The reflective thinking tendency of social studies candidate teachers. Mediterranean Journal of Humanities. 4(2),113-130.
  • Gencer, A. S. (2008). Professional Development of Preservice Biology Teachers Through Reflective Thinking. (Unpublished doctoral dissertation). METU University, Secondary Science and Mathematics Education Department, Ankara.
  • Hasırcı, K. Ö., & Sadık, F. (2011). Sınıf öğretmenlerinin yansıtıcı düşünme eğilimlerinin incelenmesi [Reflective thinking trends of classroom teachers review]. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 20(2), 195-210.
  • Hatch, J.A. (2002). Doing qualitative research in education settings. New York: StateUniversity of New York Press.
  • Henderson, G. J. (1996). Reflective Teaching: The study of constructivist practices. New York: Cornell University Press.
  • Keskinkılıç, G. (2010). The affect of reflective thinking based learning activities in 7th class science and technology lesson on the students' achievements and their scientific process skills. (Unpublished doctoral dissertation). Selçuk University, Konya.
  • Kızılkaya, G. & Aşkar, P. (2009). Developing a thinking skill scale for problem solving. Education and Science, 34(154), 82-92.
  • Kirk, R. (2000). A study of the use of a private chat room to increase reflective thinking in pre-service teachers. College Student Journal, 34(1), 8-18.
  • Kırnık, D. (2010). The effect of activities that develop reflective thinking on student achievement in primary school 5th grade Turkish lesson. (Unpublished Master's thesis), Fırat Universtiy, Institute of Social Sciences, Elazığ.
  • Koç, C., & Yıldız, H. (2012). The reflectors of teaching experiences: Diaries. Education and Science, 37(164), 223-236.
  • Kozan, S. (2007). The effect of reflective thinking skill on the source searching and report writing course. (Unpublished Master's thesis). Selçuk University, Institute of Social Sciences, Konya
  • Köksal, N. & Demirel, Ö. (2008). The contributions of reflective thinking to teacher candidates' teaching practices. Hacettepe University Journal of Education Faculty, 34, 189-203
  • Langer, A. M. (2002). Reflecting on Practice: Using Learning Journals in Higher and Continuing Education. Teaching in Higher Education, 7(3), 337-351.
  • Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective teaching. Teaching and Teacher Education, 21, 699–715.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage.
  • Mc Collum, S. (2002). Reflection: A key for effective teaching. Teaching Elementary Physical Education, 13(6), 6-7.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Minott, M. A. (2011). The impact of a course in reflective teaching on student teachers at a local university college. Canadian Journal of Education/Revue Canadienne De l’éducation, 34(2), 131-147
  • Mitchell, C., & Coltrinari, H. (2001). Journal writing for teachers and students. In T. Barer Stein, & M. Kompf (Eds.), The craft of teaching adults (pp. 21-28). (3rd ed.). Toronto: Irwin Pub.
  • Moallem, M. (1997). The content and nature of reflective thinking: a case of an expert middle school science teacher. The Clearing House, 70(3),143-51.
  • Nalliveettil George, M. (2011). Reflective classroom practice for effective classroom instruction. International Education Studies, 5(3), 205-211.
  • Nodoushan, M. A. S. (2011). Reflective teaching in EFL classes: An overview. I-Manager’s Journal on School Educational Technology, 6(3), 1-7.
  • Norton, J. L. (1996). Locus of control and reflective thinking in preservice teachers. Education, 117(3), 401-408.
  • Ocak, G., Ocak, İ., & Saban, Y. (2013). The evaluation of reflective thinking tendency of primary school teachers in science and technology courses. Journal of Uludag University Faculty of Education, 26(1), 161-184. Retrieved from https://dergipark.org.tr/tr/pub/uefad/issue/16697/173575
  • Olteanu, C. (2017). Reflection-for-action and the choice or design of examples in the teaching of mathematics. Mathematics Education Research Journal, 29, 349–367
  • Oruç, İ. (2000). Effects of Reflective Teacher Training Program on Teachers’ Perception of Classroom Environment and on Their Attitudes Toward Teaching Profession. (Unpublished Master's thesis). METU University, Institute of Social Sciences, Ankara.
  • Özbek, G. (2014). Reflective thinking skills of prospective teachers: An action research (Unpublished Master's thesis). Akdeniz University Institute of Educational Sciences.
  • Pollard, A. (1997). Reflective Teaching in the Primary School. London: Cassell Education.
  • Razaeyan, M., & Nikoopour, J. (2013).The relationship between reflectivity of foreign language teachers with Iranian students’ achievement. Journal of Language Sciences & Linguistics, 1(1), 9-20.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
  • Rudd, R. D. (2007). Defining critical thinking. Techniques, 82(7), 46-49.
  • Schnepfleitner, F.M. & Ferreira, M.P. (2021). Transformative learning theory – is it time to add a fourth core element? Journal of Educational Studies and Multidisciplinary Approaches, 1(1), 40-49.
  • Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
  • Semerci, Ç. (2007). Developing a reflective thinking tendency scale for teachers and student teachers. Educational Sciences: Theory and Practice, 7(3), 733-740.
  • Stake, R. E. (1995). The art of case study research, Thousand Oaks, CA: Sage.
  • Şahan, H. H., & Kalkay, İ. (2011, October). Reflective Thinking Tendencies of Pre-Service Teachers. Sözel Bildiri, I. Uluslararası Eğitim Programları ve Öğretim Kongresi, Anadolu University, Eskişehir. http://www.pegem.net/ akademi/kongrebildiri_detay.aspx?id=129972
  • Şahin, A. (2011). Evaluating pre-servıce turkish teachers' reflective thinking tendencies according to various variables. Electronic Journal of Social Sciences, 10(37), 108-119.
  • Şahin, Ç. (2009). Examining of journals of prospective science teachers according to their reflective thinking abilities. Hacettepe University Journal of Education Faculty, 36, 225- 236.
  • Tok, Ş. (2008a). The effects of reflective thinking activities in science course on academic achievements and attitudes toward science. Elementary Education Online, 7(3), 557-568.
  • Tok, Ş. (2008b). The impact of reflective thinking activities on student teachers’ attitudes toward teaching profession, performance and reflections. Education and Science, 33(149), 104-117.
  • Töman, U. (2015). Investigation of the development of reflective thinking skills in teaching of pre-service teachers (Unpublished doctoral dissertation). Karadeniz Technical University, Secondary Science and Mathematics Education Department, Trabzon.
  • Ünver, G. (2001). Some suggestions for reflective teaching and teacher training. Vocational Education Journal, 3(5), 1-14.
  • Ünver, G. (2003). Reflective thinking. Ankara: PegemA Publishing.
  • Ünver, G. (2010). Yansıtıcı düşünme: Eğitimde yeni yönelimler [Reflective thinking: New directions in education]. (Ed: Özcan Demirel). Ankara: Pegem Akademi Publishing.
  • Van Manen, M. (1977). Linking way of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.
  • Wellington, J. (2000). Educational research, contemporary issues and practical approaches. London, Continuum.
  • Weshah, A.H. (2007). Training pre-service teacher education on reflective practice in jordanian universities. European Journal of Scientific Research, 2(18), 306-321
  • Wilson, J., & Jan, W. L. (1993). Thinking for themselves developing strategies for reflective learning. Australia: Eleanor Curtain Publishing
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  • Yiğit Kır, M. (2014). Investigation of biology teachers’ opinion about reflective thinking. Journal of Research in Education and Teaching, 4(3), 225-233.
  • Yorulmaz, M. (2006). Evaluation of primary school teachers view and practices relating to the reflective thinking (An example of Diyarbakır city). (Unpublished Master's thesis). Fırat University Institute of Social Sciences, Elazığ.
Yıl 2021, Cilt: 5 Sayı: 1, 118 - 139, 30.06.2021

Öz

Kaynakça

  • Abrams, E. & Middleton, M. (2004). Pre-service middle school teachers reflecting on instructional practice through technology. Paper presented at the National Educational Computing Conference, New Orleans. ABD.
  • Ahmad, I., Said, H.B., Zeb, A., Rehman, S., Ahmad, S., & Khan, W. (2013). How reflective practice improves teachers’ classroom teaching skill? A case of community based schools in district Chitral, Khyber Pakhtunkhwa. Social Sciences and Humanities, 4(1), 73-81.
  • Allen, R. M. & Casbergue, R. M. (1997). Evolution of novice through expert teachers' recall: Implications for Effective reflection on practice. Teaching and Teacher Education, 13(7): 741-755
  • Altınok, H. (2002). Reflective teaching: Its importance and reflections on teacher education. Journal of Educational Research, 2(8), 65-73.
  • Aslan, G. (2009). Investigating the relationship between the reflevtive thinging tendency and anxiety level among class teachers. (Unpublished Master's thesis). Yeditepe University, Institute of Social Sciences, İstanbul.
  • Atalay, T. D., & Karahan, B.Ü. (2016). An assessment on reflective thinking tendencies among turkish teacher candidates. International Journal of Turkish Education and Training, 2, 18-27.
  • Ayçicek, B., Yanpar Yelken, T., & Yokuş, G . (2019). An analysis of teachers’ reflective thinking tendencies depending on various variables. Trakya Journal of Education, 9(3) , 612-626.
  • Aydın, M., & Çelik, T. (2013). The prospective teacher’ opinions relating reflective thinking skills. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 169-181.
  • Aydoğmuş, M. (2017). Investigation of the effectiveness of reflective teaching activities in secondary school. (Doctoral dissertation). Necmettin Erbakan University, Institute of Educational Sciences, Konya.
  • Burgess, J. M. C. (1999). Reflections of student teachers: Comparisons among five models of reflective thought. Unpublished Doctoral Dissertation, University of North Carolina.
  • Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: a precursor for incorporating critical thinking into the classroom? International Journal of Instruction, 5(1), 167-183.
  • Cohen, L., & Manion, L., (1994). Research methods in education. Fourth Edition, Newyork, Rutledge.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. D. Heath.
  • Dilekli, Y., & Orakcı, Ş. (2019). Analyzing teachers’ reflective thinking in terms of some variables. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 11(18), 1517-1539.
  • Dolapçıoğlu, S. D. (2007). Evaluation of classroom teachers' reflective thinking levels (Unpublished Master's thesis). Mustafa Kemal University, Institute of Social Sciences, Hatay
  • Duban, N., & Yanpar Yelken T. (2010). Öğretmen adaylarının yansıtıcı düşünme eğilimleri ve yansıtıcı öğretmen özellikleriyle ilgili görüşleri [Preservice teachers' opinions on reflective thinking tendencies and reflective teacher characteristics]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 343-336.
  • Eby, J.W., & Kujawa, E. (1994). Reflective Planning, Teaching and Evaluation: K-12. New York: Merrill
  • Ekiz, D. (2006). Self-observation and peer-observation: Reflective diaries of primary student-teachers. Elementary Education Online, 5(1) 45-57.
  • Elmalı, Ş., & Balkan Kıyıcı, F. (2018). Prospective Science Teachers’ Tendecies of Reflective Thinking and Views About Reflective Thinking. Elementary Education Online, 17(3), 1706-1718.
  • Erginel-Şanal, S. (2006). Developing reflective teachers: A study on perception and improvement of reflection in pre-service teacher education (Unpublished doctoral dissertation). METU University, Institute of Social Sciences, Ankara.
  • Ersözlü, Z. N. (2008). The effects of reflective thinking activities on the academic successes and attitudes of fifth grade primary social studies students. (Unpublished doctoral dissertation). Fırat University, Institute of Social Sciences, Elazığ.
  • Evin-Gencel, İ., & Güzel-Candan, D. (2014). Öğretmen adaylarının eleştirel düşünme eğilimleri ve yansıtıcı düşünme düzeylerinin incelenmesi [Examination of pre-service teachers' critical thinking dispositions and reflective thinking levels]. 2. Uluslararası Eğitim Araştırmaları Kongresinde sözlü bildiri, Dokuz Eylül Üniversitesi, İzmir.
  • Fakazlı, Ö., & Kuru Gönen S. İ. (2017). Reflection on reflection: EFL university instructors’ perceptions on reflective practices, Hacettepe University Journal of Education, 32(3), 708-726.
  • Ferraro, J.M. (2000). Reflective practice and professional development. ERIC Digest ED449120.
  • Gedik, H., Akhan, N. E., & Kılıçoğlu, G. (2014). The reflective thinking tendency of social studies candidate teachers. Mediterranean Journal of Humanities. 4(2),113-130.
  • Gencer, A. S. (2008). Professional Development of Preservice Biology Teachers Through Reflective Thinking. (Unpublished doctoral dissertation). METU University, Secondary Science and Mathematics Education Department, Ankara.
  • Hasırcı, K. Ö., & Sadık, F. (2011). Sınıf öğretmenlerinin yansıtıcı düşünme eğilimlerinin incelenmesi [Reflective thinking trends of classroom teachers review]. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 20(2), 195-210.
  • Hatch, J.A. (2002). Doing qualitative research in education settings. New York: StateUniversity of New York Press.
  • Henderson, G. J. (1996). Reflective Teaching: The study of constructivist practices. New York: Cornell University Press.
  • Keskinkılıç, G. (2010). The affect of reflective thinking based learning activities in 7th class science and technology lesson on the students' achievements and their scientific process skills. (Unpublished doctoral dissertation). Selçuk University, Konya.
  • Kızılkaya, G. & Aşkar, P. (2009). Developing a thinking skill scale for problem solving. Education and Science, 34(154), 82-92.
  • Kirk, R. (2000). A study of the use of a private chat room to increase reflective thinking in pre-service teachers. College Student Journal, 34(1), 8-18.
  • Kırnık, D. (2010). The effect of activities that develop reflective thinking on student achievement in primary school 5th grade Turkish lesson. (Unpublished Master's thesis), Fırat Universtiy, Institute of Social Sciences, Elazığ.
  • Koç, C., & Yıldız, H. (2012). The reflectors of teaching experiences: Diaries. Education and Science, 37(164), 223-236.
  • Kozan, S. (2007). The effect of reflective thinking skill on the source searching and report writing course. (Unpublished Master's thesis). Selçuk University, Institute of Social Sciences, Konya
  • Köksal, N. & Demirel, Ö. (2008). The contributions of reflective thinking to teacher candidates' teaching practices. Hacettepe University Journal of Education Faculty, 34, 189-203
  • Langer, A. M. (2002). Reflecting on Practice: Using Learning Journals in Higher and Continuing Education. Teaching in Higher Education, 7(3), 337-351.
  • Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective teaching. Teaching and Teacher Education, 21, 699–715.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage.
  • Mc Collum, S. (2002). Reflection: A key for effective teaching. Teaching Elementary Physical Education, 13(6), 6-7.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Minott, M. A. (2011). The impact of a course in reflective teaching on student teachers at a local university college. Canadian Journal of Education/Revue Canadienne De l’éducation, 34(2), 131-147
  • Mitchell, C., & Coltrinari, H. (2001). Journal writing for teachers and students. In T. Barer Stein, & M. Kompf (Eds.), The craft of teaching adults (pp. 21-28). (3rd ed.). Toronto: Irwin Pub.
  • Moallem, M. (1997). The content and nature of reflective thinking: a case of an expert middle school science teacher. The Clearing House, 70(3),143-51.
  • Nalliveettil George, M. (2011). Reflective classroom practice for effective classroom instruction. International Education Studies, 5(3), 205-211.
  • Nodoushan, M. A. S. (2011). Reflective teaching in EFL classes: An overview. I-Manager’s Journal on School Educational Technology, 6(3), 1-7.
  • Norton, J. L. (1996). Locus of control and reflective thinking in preservice teachers. Education, 117(3), 401-408.
  • Ocak, G., Ocak, İ., & Saban, Y. (2013). The evaluation of reflective thinking tendency of primary school teachers in science and technology courses. Journal of Uludag University Faculty of Education, 26(1), 161-184. Retrieved from https://dergipark.org.tr/tr/pub/uefad/issue/16697/173575
  • Olteanu, C. (2017). Reflection-for-action and the choice or design of examples in the teaching of mathematics. Mathematics Education Research Journal, 29, 349–367
  • Oruç, İ. (2000). Effects of Reflective Teacher Training Program on Teachers’ Perception of Classroom Environment and on Their Attitudes Toward Teaching Profession. (Unpublished Master's thesis). METU University, Institute of Social Sciences, Ankara.
  • Özbek, G. (2014). Reflective thinking skills of prospective teachers: An action research (Unpublished Master's thesis). Akdeniz University Institute of Educational Sciences.
  • Pollard, A. (1997). Reflective Teaching in the Primary School. London: Cassell Education.
  • Razaeyan, M., & Nikoopour, J. (2013).The relationship between reflectivity of foreign language teachers with Iranian students’ achievement. Journal of Language Sciences & Linguistics, 1(1), 9-20.
  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
  • Rudd, R. D. (2007). Defining critical thinking. Techniques, 82(7), 46-49.
  • Schnepfleitner, F.M. & Ferreira, M.P. (2021). Transformative learning theory – is it time to add a fourth core element? Journal of Educational Studies and Multidisciplinary Approaches, 1(1), 40-49.
  • Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
  • Semerci, Ç. (2007). Developing a reflective thinking tendency scale for teachers and student teachers. Educational Sciences: Theory and Practice, 7(3), 733-740.
  • Stake, R. E. (1995). The art of case study research, Thousand Oaks, CA: Sage.
  • Şahan, H. H., & Kalkay, İ. (2011, October). Reflective Thinking Tendencies of Pre-Service Teachers. Sözel Bildiri, I. Uluslararası Eğitim Programları ve Öğretim Kongresi, Anadolu University, Eskişehir. http://www.pegem.net/ akademi/kongrebildiri_detay.aspx?id=129972
  • Şahin, A. (2011). Evaluating pre-servıce turkish teachers' reflective thinking tendencies according to various variables. Electronic Journal of Social Sciences, 10(37), 108-119.
  • Şahin, Ç. (2009). Examining of journals of prospective science teachers according to their reflective thinking abilities. Hacettepe University Journal of Education Faculty, 36, 225- 236.
  • Tok, Ş. (2008a). The effects of reflective thinking activities in science course on academic achievements and attitudes toward science. Elementary Education Online, 7(3), 557-568.
  • Tok, Ş. (2008b). The impact of reflective thinking activities on student teachers’ attitudes toward teaching profession, performance and reflections. Education and Science, 33(149), 104-117.
  • Töman, U. (2015). Investigation of the development of reflective thinking skills in teaching of pre-service teachers (Unpublished doctoral dissertation). Karadeniz Technical University, Secondary Science and Mathematics Education Department, Trabzon.
  • Ünver, G. (2001). Some suggestions for reflective teaching and teacher training. Vocational Education Journal, 3(5), 1-14.
  • Ünver, G. (2003). Reflective thinking. Ankara: PegemA Publishing.
  • Ünver, G. (2010). Yansıtıcı düşünme: Eğitimde yeni yönelimler [Reflective thinking: New directions in education]. (Ed: Özcan Demirel). Ankara: Pegem Akademi Publishing.
  • Van Manen, M. (1977). Linking way of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.
  • Wellington, J. (2000). Educational research, contemporary issues and practical approaches. London, Continuum.
  • Weshah, A.H. (2007). Training pre-service teacher education on reflective practice in jordanian universities. European Journal of Scientific Research, 2(18), 306-321
  • Wilson, J., & Jan, W. L. (1993). Thinking for themselves developing strategies for reflective learning. Australia: Eleanor Curtain Publishing
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  • Yiğit Kır, M. (2014). Investigation of biology teachers’ opinion about reflective thinking. Journal of Research in Education and Teaching, 4(3), 225-233.
  • Yorulmaz, M. (2006). Evaluation of primary school teachers view and practices relating to the reflective thinking (An example of Diyarbakır city). (Unpublished Master's thesis). Fırat University Institute of Social Sciences, Elazığ.
Toplam 76 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Şenol Orakçı Bu kişi benim 0000-0003-1534-1310

Yayımlanma Tarihi 30 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 5 Sayı: 1

Kaynak Göster

APA Orakçı, Ş. (2021). Teachers’ Reflection and Level of Reflective Thinking on the Different Dimensions of their teaching practice. International Journal of Modern Education Studies, 5(1), 118-139.