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http://dx.doi.org/10.14697/jkase.2013.33.6.1087

The Influence of Reflective Thinking Facilitation Program on Reflection Areas and Levels in Pre-Service Science Teachers' Teaching Practice  

Kim, Hyun-Jung (Korea Institute for Curriculum and Evaluation)
Hong, Hun-Gi (Seoul National University)
Hong, Jee-Hye (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.33, no.6, 2013 , pp. 1087-1102 More about this Journal
Abstract
The purpose of this study is to find out the influence of reflective thinking facilitation program on reflection areas and its levels that pre-service science teachers present in the class teaching practice during the student-teaching period. Seven pre-service science teachers participated in this study and only four pre-service science teachers among them were additionally trained with the reflective program. Reflections of pre-service science teachers were mostly shown on class management, including attention and motivation, reflection and improvement for teaching activities, and interactions. However, the understanding of the science curricula and their reconstruction, and advance notice about the next class were not mentioned in their reflections. Pre-service science teachers who participated in the additional reflective program have shown more frequent reflections than those who only participated in the traditional student-teaching program. Pre-service science teachers, not trained with the reflective program, mostly showed descriptive reflection. However, those who participated in the reflective program have shown higher levels of reflections such as dialogic as well as the descriptive reflection. Therefore, pre-education program, reflective journal-writings, and science teachers' assessments on class and their feedback seem to improve the frequency and level of reflection for the pre-service science teachers.
Keywords
reflective thinking; pre-service science teacher; reflection area; reflection level; science teachers' feedback;
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