Foundations of reflective teaching process: analysis of knowledge and tendencies of prospective science teachers.
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| Title: | Foundations of reflective teaching process: analysis of knowledge and tendencies of prospective science teachers. |
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| Authors: | Yılmaz, Özkan1 (AUTHOR) ozkanchip@gmail.com |
| Source: | Teacher Development. Jan2026, Vol. 30 Issue 1, p141-159. 19p. |
| Subject Terms: | *Reflective teaching, *Teacher education, *Curriculum planning, *Science teachers, *Formative evaluation, *Teaching methods, *Qualitative research |
| Abstract: | Reflective teaching encompasses higher-order cognitive processes throughout the teaching process, enabling educators to adapt their pedagogical approaches to address student needs. This study examined the perceptions and utilization of reflective teaching techniques among prospective science teacher candidates. Qualitative research methodologies, including individual interviews, were employed with fourth-year science students. The interview data were recorded, transcribed, and analyzed using NVivo software to identify thematic patterns and visualize perspectives. While teacher candidates generally demonstrate proficiency in reflective teaching techniques, this study elucidates areas for improvement in instructional planning, assessment practices, student development, and learning management. This study underscores the significance of reflective teaching in developing effective instructional practices and suggests potential avenues for enhancing teacher preparation programs to equip future educators with these essential competencies. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Reflective teaching encompasses higher-order cognitive processes throughout the teaching process, enabling educators to adapt their pedagogical approaches to address student needs. This study examined the perceptions and utilization of reflective teaching techniques among prospective science teacher candidates. Qualitative research methodologies, including individual interviews, were employed with fourth-year science students. The interview data were recorded, transcribed, and analyzed using NVivo software to identify thematic patterns and visualize perspectives. While teacher candidates generally demonstrate proficiency in reflective teaching techniques, this study elucidates areas for improvement in instructional planning, assessment practices, student development, and learning management. This study underscores the significance of reflective teaching in developing effective instructional practices and suggests potential avenues for enhancing teacher preparation programs to equip future educators with these essential competencies. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13664530 |
| DOI: | 10.1080/13664530.2025.2483279 |
