The Impact of Reflective Thinking Activities on Student Teachers’ Attitudes Toward Teaching Profession, Performance and Reflections

Abstract

The aim of this study is to determine the impact of reflective thinking activities on the student teachers’ attitudes toward teaching proffession, performance and their reflections. Sample of the study is the 63, 1st grade students who are studying at MKU Faculty of Education, Department of Elementary Education. The data has been collected through two coloumn writings during 12 weeks study icluding reflective thinking development activities. Findings reveal that there is a significant difference between experimental and control group in favor of experimental group with respect to the attitudes toward teaching profession. Furthermore, the reflective thinking activities have a positive influence on the performances of the students in experimental group. In addition to this, the students’ reflections about their own studies, learning activities, and the instructor’s attitudes are discussed in this study taking the students’ personal reflections into consideration.