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Investigation of the effect of teacher training programs on reflective thinking: ALACT model    
Yazarlar (2)
Gökhan Kaya
Kastamonu Üniversitesi, Türkiye
Servet Öz
Devamını Göster
Özet
The purpose of the current study is to investigate the contribution of teacher training programs to the development of reflective thinking in pre-service teachers and the state of their using reflective thinking skills according to the ALACT model. Although the study carried out is quantitatively-focused research, the methods of qualitative research were used to show how the participants used the examined variable. Therefore, the study was conducted using an exploratory mixed design. The study participants are 277 first-year and fourth-year pre-service teachers (211 females and 66 males) attending a state university. The participants of the qualitative dimension of the study are 20 fourth-year pre-service teachers selected through the convenience sampling method. As data collection tools, the "Reflective Thinking Tendency Scale (RTTS)", reflective thinking writings, and teacher training programs were used. According to the ANCOVA results, there is no significant difference
Anahtar Kelimeler
Makale Türü Özgün Makale
Makale Alt Türü Diğer hakemli uluslarası dergilerde yayınlanan tam makale
Dergi Adı International Journal of Progressive Education
Dergi ISSN 1554-5210
Dergi Tarandığı Indeksler Journals Indexed in Eric
Makale Dili İngilizce
Basım Tarihi 04-2021
Cilt No 17
Sayı 2
Sayfalar 275 / 291
Doi Numarası 10.29329/ijpe.2020.332.17
Makale Linki https://files.eric.ed.gov/fulltext/EJ1293295.pdf