TITLE

ELEŞTİREL DÜŞÜNME VE PROBLEM ÇÖZME: ÖĞRETMENLERİNİN YANSITICI DÜŞÜNCEYİ UYGULAMALARI

AUTHOR(S)
Alp, Sibel; Taşkın, Çiğdem Şahin
PUB. DATE
June 2012
SOURCE
Buca Faculty of Education Journal;2012, Issue 33, p134
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The new primary curriculum takes constructivism as a basis that indicates the features of a reflective teacher. Primary teachers are therefore expected to acquire these features. This research explores primary teachers' views of reflective thinking and the way it is used in the teaching-learning process. Data are collected through the interviews of 30 primary teachers in a city of Marmara region. In order to analyse the data, Strauss and Corbin's grounded theory methodology was adapted. Data are grouped under the two main categories in this research: Teachers' Views of Reflective Thinking and Teachers' Views of Using Reflective Thinking During The Teaching-Learning Process. The findings indicate that primary teachers did not hear the term 'reflective thinking' previously. However, although they stated that they could not describe what 'reflective thinking' is, their explanations about the teaching-learning process revealed that they use reflective thinking in their classrooms. The study suggests that in order them to use reflective thinking effectively; there is a need for in-service and preservice education for primary teachers.
ACCESSION #
95804342

 

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