Investigation of Reflective Teaching Practice Effect on Training Development Skills of the Pre-Service Teachers

Autor/in	Töman, Ufuk
Titel	Investigation of Reflective Teaching Practice Effect on Training Development Skills of the Pre-Service Teachers
Quelle	In: Journal of Education and Training Studies, 5 (2017) 6, S.232-239 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Reflective Teaching; Preservice Teachers; Teaching Methods; Foreign Countries; Teaching Skills; Action Research; Skill Development; Instruction; Faculty Development; Qualitative Research; Preservice Teacher Education; Teacher Education Programs; Content Analysis; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Projektforschung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching process; Unterrichtsprozess; Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Inhaltsanalyse; Türkei
Abstract	This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Observation forms were used to collect the data for study. The qualitative data obtained were analysed using the content analysis method. Data on the distribution of teachers according to their level for teaching skills and statistical analysis frequency (f) and percentage (%) is used. The work of reflective thinking, planning is a course for pre-service teachers participating in this study to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the insufficient field. Processes that were put forward in the later stages in the development of teaching skills. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01