Science student teachers attitudes towards reflective practice: differences in subjects and grades

Abstract

teacher’s ability to reflect on their practice is an important element of teaching sciences. Developing the ability to bereflective in those studying to become science teachers is a core element of any successful teacher education programme. Thisstudy investigated science student teachers’ attitudes about reflective practice. A total of 206 science student-teachers (68biology, 49 physics, 56 chemistry and 33 primary science student-teachers) in their initial teacher education course at DicleUniversity, Turkey, were surveyed using questionnaires. The data were analysed by using correlations (Pearson), t-test and oneway ANOVA with SPSS 13.0. The findings suggest that science student-teachers’ attitudes toward reflective practice change inrelation to their subjects and years of study. The study did not find any difference in science student-teachers’ attitudes towardreflective practice in relation to gender.