Abstract:

This study aims to reveal the reflective thinking tendencies of prospective special education teachers. A total of 118 students studying Special Education Teaching in Bolu province participated in the study. The research is descriptive and was designed with the single survey model, one of the general survey models. Data were collected by sending the Reflective Thinking Tendency Scale (RTSS) and Demographic Information Form digitally to the participants. In data analysis, non-parametric tests was used. As a conclusion, while the reflective thinking tendencies of the prospective special education teachers were high in the "Foresighted and Sincere" factor. Their reflective thinking tendencies were medium at "Continuous and Intentional Thinking", "Teaching Responsibility and Science " and "Researcher" factors. On the other hand their reflective thinking tendencies observed in the factors of "Open Minded", "Interrogative and Effective Teaching" and "Looking Professional" and the overall scale were low. Significant difference was observed in the participants' scores in the factors of "Continuous and Intentional Thinking", " Interrogative and Effective Teaching" and in the overall scale according to gender.At the same time significant difference was observed in the participants' scores in the dimensions of "Open Minded" and "Looking Professional" according to age

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