Abstract:
In this study, it was aimed to determine the reflective thinking levels of prospective
teachers and the change of their reflectivity levels within the teaching practicum process. For
this purpose, the blog postings, which written by the prospective teachers at different themes,
were analyzed. Within the scope of the study, reflective thinking levels were discussed based
on the six different criteria with the following titles: Attending to feeling, sharing personal
experience, analysis and meaning-making, depth of reflection, language use and writing
quality, use of textual evidence and historical context, and transfer of knowledge. In this
study, the document analysis method was used as a data collection technique. The study was
carried out with 37 prospective teachers, attending Teaching Practicum in the Department of
Computer Education and Instructional Technology (CEIT) of a state university in Ankara,
Turkey. Prospective teachers wrote about their teaching experiences throughout teaching
practicum on their blogs. Blogs were evaluated with the help of the reflection level rubric,
which prepared by the researchers. It was concluded that the lowest reflection level emerged
with regard to the use of textual evidence and historical context criteria and that less
reflective blogs were, in almost all criteria, with respect to the overall evaluation of the
course (Theme-5). In the last section, further results and related recommendations are
mentioned.
