An Action Research on the Development of the Reflective Thinking Skills of Preservice Preschool Teachers

This study, designed as action research within the scope of a teaching practice course to develop preservice preschool teachers’ reflective thinking skills, was conducted with the voluntary participation of eight fourth-year preservice teachers enrolled in a preschool teaching undergraduate programme. In this study, the cooperative action research method was used. Preservice teachers involved in the action research process have tried to develop their reflective thinking skills in the teaching practice course. An initial focus group interview was held with the preservice teachers within the scope of the action research. After the interview, the action plan activities were carried out, the preservice teachers wrote reflective journal entries about their practices in preschool educational institutions for eight weeks and produced participatory outcomes within the scope of the action plan activities. They then filled out performance evaluation forms for the teaching profession at the end of the action plan activities. an assessment was conducted in a focus group interview after the action plan activities were completed. The findings were analysed by qualitative methods. According to the results of the study, through action research activities, preschool preservice teachers develop existing knowledge about reflective thinking, and, it has been determined that they have changed and reflective thinking levels have moved from the technical level to a higher level, which is contextual and critical.