Abstract:

Reflective thinking can be defined as recalling previous experiences, thinking and discussing them, producing suitable ideas, and evaluating them. In this study, it is aimed to determine reflective thinking levels of teachers and to examine whether there is a significant difference between teachers' branches, gender, education level, type of school and professional seniority and determine which of teachers' branches, gender, education level, type of school and professional seniority were more effective on the reflective thinking skills scores of the teachers. The sample of this study constitutes a total of 630 teachers working in different branches at different levels in different provinces of Turkey. This study is a descriptive research study conducted using the screening model. A personal information form was created by the researchers to collect the data. In addition, “Reflective Thinking Tendency Scale (YANDE)” was used in the study. In the analysis of the data, “independent group t test”, one-way variance analysis (ANOVA), “Tukey test”, one of the post-hoc techniques were used for the purpose of the study. At the end of the study, it was determined that there was a significant difference in terms of the reflective thinking levels of the teachers according to their branches, gender, level of education and the type of school they served. The results of the study were discussed with the results of similar studies on teachers’ reflective thinking.

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