DESCRIBING PROFESSIONAL REFLECTIVE THINKING OF PRE-SERVICE CLASSROOM TEACHERS THROUGH EXPERIENCE DIARY
The study aims to describe pre-service teachers’ reflective thinking towards teaching profession through their work experience diaries during their teaching application courses. The study was carried out with 18 pre-service teachers attending Classroom Teacher Training Program of Fatih Educational F...
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Acceso en línea: | https://doaj.org/article/36466714a3ff42ef89cd8213c8463e00 |
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| Sumario: | The study aims to describe pre-service teachers’ reflective thinking towards teaching profession through their work experience diaries during their teaching application courses. The study was carried out with 18 pre-service teachers attending Classroom Teacher Training Program of Fatih Educational Faculty in 2013-2014 Academic Year Spring Semester. In this context, a brief seminar was given for pre-service teachers and they were inclined to write work experience diary after the teaching application courses. Research data were gathered from the work experience diaries written by pre-service teachers during these application courses. Data were gathered through document examination method and induction method was used in data analysis process. As a result of content analysis some themes and subthemes were created and visualized. The study results indicated that pre-service classroom teachers involved in reflective process and they gained knowledge and skills in terms of teaching profession, moreover they promoted reflective thinking from the affective aspect of teacher profession. Reflective thinking developed by pre-service classroom teachers was categorized in three themes as “features of the profession”, “personal characteristics”, and “difficulties of the profession”. The results revealed that pre-service classroom teachers mostly promoted reflective thinking as professional affection in terms of the features of the profession, affection to children in terms of personal characteristics, and responsibility and devotion in terms of the difficulties of the profession. Moreover, it was designated that the positive climate of the application schools contributed to the reflective thinking improvement process of the pre-service classroom teachers. |
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