Özet:

This study is aimed to detect whether or not online learning environment, which was developed for this study,   make contributions to increase and deepen the interaction between pre-service teachers’ peers and other companions in their field experience process. In addition, this study is also aimed to detect whether or not online learning environment supported field experience increase pre-service teachers’ levels of reflective thinking.  Participants of the research are composed of 31 license (17 female and 14 male) students who receive education in Pamukkale University Faculty of Education, department of primary education and take teaching practice course. As a result of the research it is seen that pre-service students perceive online learning environment, beyond a tool to support reflective thinking, as a communication environment which enable them receive support about possible problems of the process, obtain data, and realize different perspectives. It is also seen that pre-service teachers’ reflective thinking levels statistically increased within online discussions during the process of online learning environment supported field experience.

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