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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.
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]
Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Foundations of reflective teaching process: analysis of knowledge and tendencies of prospective science teachers.
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Jan2026, Vol. 30 Issue 1, p141-159. 19p.
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  Data: 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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  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13664530.2025.2483279
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      – Code: eng
        Text: English
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      – SubjectFull: Reflective teaching
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      – SubjectFull: Teacher education
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Science teachers
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      – SubjectFull: Formative evaluation
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              Text: Jan2026
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