Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.53, sa.243, ss.1527-1548, 2024 (Scopus)
Changing world conditions make it necessary for people to be equipped with different skills. It is known that it is important to have high-level thinking skills in order to keep up with the skills required by the 21st century. It is especially important to have high-level thinking skills to keep up with the 21st century. Reflective thinking is among the high-level thinking skills mentioned. Educational institutions and teachers have an important role in gaining these skills. Since the preschool period is an important period for acquiring many knowledge, skills and behaviors, it is very beneficial for preschool teachers to have such high-level skills. For this reason, the aim of the study is to examine the reflective thinking tendencies of preschool teachers in terms of various variables. Mixed method was used in the research. Data were collected from 211 pre-school teachers in the quantitative dimension and 21 in the qualitative dimension. Demographic information form, reflective thinking disposition scale for teachers and teacher candidates (YANDE) and teacher interview form were used as data collection tools in the research. As a result of the analysis of the quantitative data, the reflective thinking tendency of preschool teachers was found to be quite high, and the scores obtained from the sub-dimensions of the scale differed according to age, gender and seniority. As a result of the analysis of the qualitative data, the participants expressed the theme of open-mindedness the most in the reflective thinking skills that preschool teachers should have and that they have. The necessity of developing reflective thinking skills through trainings to be organized for teacher candidates and teachers is among the suggestions of the research.