ANALYSIS ON REFLECTIVE THINKING TENDENCIES OF STUDENT TEACHERS ACCORDING TO THEIR PERSONAL INNOVATIVENESS


Kocak C., Onen A. S.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, ss.46-54, 2012 (SSCI İndekslerine Giren Dergi) identifier

  • Cilt numarası:
  • Basım Tarihi: 2012
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.46-54

Özet

Both teachers and student teachers are required to be open to innovations and their worlds of thoughts should allow the changes these innovations bring as well. Therefore, this study aimed to analyze the reflective thinking tendencies of student teachers along with their openness to individual innovations. The sampling consisted of 320 student teachers studying at Hacettepe University, Faculty of Education. In order to determine student teachers' levels of innovativeness and the categories they belong, the "Individual Innovativeness Scale", which was developed by Hurt, Joseph and Cook (1977) and was adapted into Turkish by Kilicer and Odabasi (2010), was administered. The data collection tool used for determining student teachers' reflective thinking tendencies was the "reflective Thinking Tendency Scale" developed by Semerci (2007). Findings of the study indicated that the participating student teachers were open to innovations and had questioning and skeptical characteristics with leadership skills. Additionally, analysis on the reflective thinking tendencies of student teachers according to their individual innovativeness categories displayed that there were significant differences between the groups.