Özet:

Preservice teachers should be inclined to reflectively think that they are effective teachers. It has been found through studies that the personal characteristics of preservice teachers are related to their attitudes towards the profession. The aim of this research is to analyze the relationship between preservice preschool teachers' reflective thinking tendency and attitudes towards teaching profession and also to examine preservice teachers' reflective thinking tendency and attitudes towards teaching profession in terms of some variables (gender, age, graduated high school type, grade level, teaching expert). The research, carried out with survey method, put into practice in Marmara University. The study group consists of 176 preservice preschool teachers who study at Marmara University during the academic year of 2017-2018. As data collection tools, "Personal Information Form" developed by researcher, "Reflective Thinking Tendency Scale" and also "Attitude Scale of Teaching Profession" were used in the study. The scales were given to the preservice teachers in the study group and the preservice teachers' were taken after completing the scales. As a result of the research, there were no differences according to the teaching experience, as the preservice preschool teachers' attitudes towards reflective thinking and attitudes towards teaching profession differed significantly according to gender, age and grade level variables. Preservice teachers' attitudes towards reflective thinking differ significantly from those of graduated high school type, while attitudes towards occupation differ significantly from those of high school. Finally, it has been determined that there is a high positive correlation between the reflective thinking tendencies of preservice preschool teachers and their attitudes towards the teaching profession.

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