The effect of systematic teaching on reflective thinking of the pre-service teachers at educational psychology course

Abstract

The purpose of the research is to determine the influence of systematic teaching on reflective thinking of the pre-service teachers taking the educational psychology course. The research was actualized by experimental and qualitative research methods. In the experimental method pre-test and post-test control group design was used. During the qualitative research focus group interview has been performed together with the document analysis. In the comparison of the RTTS post-test point average of experiment and control group, it was found a statistically significant difference in favor of the experiment group in the sub dimensions of open minded (t = 2.71, p < 0.05) and questioning effective teaching (t = 2.09, p < 0.05). There is a difference in favor of the experiment group in the average of the other sub-dimension namely researcher, looking professional, teaching responsibility and being scientific, being visionary and candid, constant target thinking but it was not found statistically significant. The view of the students about the activity and group work are gathered under ten themes namely individual evaluation, new idea development, task sharing, being active, learning the group work, the pleasure of success, being willing and involved, interaction between groups, pantomime, meeting, contraction and dialogue. During the research, systematic teaching improved reflective thinking of the students in general. The systematic teaching has provided permanence in the dimensions of Looking professional, Teaching responsibility and being scientific, Questioning and efficient teaching Constant and intentional thought. Systematic teaching has made a positive difference on the experimental group in the post-test applied to the pre-service teachers but consistent was not maintained. Assessment of analysis and evaluation levels in further researched will give new information to the researches about the efficiency of the systematic teaching.