Özet:

The aim of this study is to determine the views and practices of the Turkish teachers on the teaching process of the reflective thinking skills. Thus, the aim is to acquire a deeper knowledge of the teaching process in Turkish lessons of both the highest level of thinking and the reflecting thinking ability, which is seen as the everyday life skill, and to evaluate this process. In this framework, the study was applied to the quality research approach and designed as the work quality state study. Depending on the method used, a study group was created during the research process. The relevant work group consists of 14 Turkish teachers who work in the state schools located in the central districts of Gaziantep. The data of the study is collected through the method of conversation from the quality data collection. In this sense, a semi-configured conversation form developed by researchers was used. The obtained data is analyzed by content analysis from the quality data analysis methods. The study found that teachers considered the ability to reflect thinking important in terms of knowledge transfer, awareness gain and evaluation skills; they found lessons insufficient at the point of teaching of this skill. However, a large proportion of the participating teachers did not implement practices aimed at teaching the ability to think directly in the classes and did not take advantage of the technology in this regard. It is also concluded that teachers have lack of knowledge and experience in measuring reflective thinking skills.

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