Perspective of cognitive thinking and reflective teaching practice

Abstract

The factor analysis was used to ascertain the factors reflecting the most important attitudes of the respondents concerning reflective thinking in the classroom: self-evaluation, feedback and recording, improvement and analysis of teaching materials, assessment, concepts and misconceptions, construction of knowledge, metacognition and permanent improvement. The results of this research showed statistically significant differences among the aforementioned factors concerning the cycle of education (elementary school teachers and middle school teachers) and work experience (0-5, 6-10; 11-20; over 20 years of experience). The differences were obtained by parametric statistics, calculated using the t test and ANOVA test, p<0.05.

Classroom Action Research-based Instruction: The Sustainable Teacher Professional Development Strategy

“…By referring to learning management by classroom action research-based makes the results in learning management stable, according to Maksimovic and Osmanovic (2019) that mentioned about the effective of reflection revealed the contemporary society has brought alter the vision of a teacher who no longer controls the teaching process but becomes an agent of critical change, accepting the role of a reflective practitioner.…”

The Effects of Reflective Teaching Techniques on Teachers’ Self-Evaluation for Further Lessons: Analysis through Diary Keeping

“…researchers have also proved that reflection is crucial for teachers since it helps them acknowledge the experience, assume a critical attitude towards practice, enhance their awareness of teaching, develop profound understanding, and create positive changes (Maksimović & Osmanović, 2019). Recent changes in education and teacher development in Turkey have brought teachers to a point where they try to understand their students' needs and follow the opportunities to be more professional teachers.…”

“…Therefore, in educational settings, this kind of reflection results in critical thinking and reflective action of a teacher. For critical reflection, focusing on the problem, defining suppositions related to the problem, inductive and deductive reasoning related to the analysis of the problem, assessment of the credibility of all these suppositions and sources of information, discussion, evaluation, self-regulation, and problem-solving are all the skills a critical thinking person must have (Maksimović & Osmanović, 2019). Reflective teachers are defined by Schön (1983) as teachers who critically investigate their classroom practices, bring new ideas related to the way they can improve their performance to enhance students' learning, and carry out those ideas in practice.…”

“…Dewey, 1993;Farrell, 2014;Grant & Zeichner, 1984) three main features of reflective teachers are characterized: 'open-mindedness', which is a willingness to listen to more than one aspect of a problem and give way to alternative ideas and views; 'responsibility' which is thinking carefully about the results an action can lead to; and wholeheartedness which means that teachers can handle ambiguities and fears so as to critically and meaningfully evaluate their practice (Tajik & Pakzad, 2016). Maksimović and Osmanović (2019) mention that only those teachers who reflect on their practice do become more professional and efficient in teaching since only systematic reflection enables teachers to have an influence on making decisions that may cause changes in teaching practice. Reflective practice also helps teachers free themselves from the constraints of a routine and impulsive behavior (Maksimović & Osmanović, 2019).…”

“…Maksimović and Osmanović (2019) mention that only those teachers who reflect on their practice do become more professional and efficient in teaching since only systematic reflection enables teachers to have an influence on making decisions that may cause changes in teaching practice. Reflective practice also helps teachers free themselves from the constraints of a routine and impulsive behavior (Maksimović & Osmanović, 2019). As it is pointed out earlier, even experienced teachers are often unaware of their teaching routines and beliefs; consequently, they may not actually do what they think they do in the classroom (Farrell, 1998).…”