Branş Öğretmenlerinin Yansıtıcı Düşünme Eğilimlerini İncelenmesi

Abstract

It is possible to say that teachers, especially subject teachers, have an important role in the development of these thinking types with their methods, techniques and activity practices that enable the formation of a modern, free classroom environment. However, it is not known what the creative and reflective thinking tendency levels of prospective branch teachers who will serve as branch teachers who have such an important responsibility and who shape the future are. The aim of this study is to determine the reflective thinking tendencies of subject teachers working in primary schools. According to the results of the research, it was determined that the reflective thinking tendencies of branch teachers were at a satisfactory level. When the findings were analyzed, it was observed that teachers exhibited the highest reflective thinking tendency in terms of giving importance to the thoughts of their students. The study is expected to contribute to future studies in terms of explaining the relationship between creative and reflective thinking. In line with the findings obtained from the research, it is thought to provide suggestions on teacher training and to contribute to creating an awareness of teacher candidates' high-level thinking.
Keywords: Reflective Thinking, Teacher.