Abstract:

The purpose of the study is to show how teachers who are taking the course in the 7th semester of the class teaching degree program are using their reflective thinking skills in the teaching process, what situations they are reflected on, and to identify the factors that support the development of their reflective thinking skills in this process. The research is designed according to the action research methods. The 10 weeks of teaching application process of six teachers candidates who form the work group has been studied. Weekly reflective diaries, interviews, video recordings of application courses, application middle and end perception surveys and fellow recommendations are the data collection sources of this study. In the analysis of data, content analysis and visual analysis were used. The result was that the teaching candidates were given reflective decisions on 10 different topics under 4 categories as their objectives, content, educational conditions and exam conditions and most reflective on educational conditions. The 10 factors that support the development of reflective thinking skills have come to the conclusion that the teaching practices are video recording, reflective diaries, co-working, teaching experience, collaboration with the practical teacher, the preparation of the curriculum, post-learning conversations, long-term communication in the teaching practices, a trustworthy and supporting thinking environment, knowledge of the pedagogical field.

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 at department of classroom teaching. 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. The study showed that 10 reflective themes were documented under four categories(objectives, content, teaching-learning process and evaluation) and pre-service teachers focused primarily on the instructional processes. Content and descriptive analysis method was employed. The study revealed that following 10 factors was important in development of pre-service teachers’ reflective thinking skills; video-recorded practicum settings, reflective journals, peer cooperation, teaching experience, cooperation with school advisor, preparing lesson plans, ınterviews made after practicum settings, long-term communication in practicum settings, free thinking environment and supports, pedagogical knowledge.

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