The Effect of Self-Reflection Activities on Preservice Science Teachers’ Classroom Teaching Practices

The aim of this study was to determine the effect of self-reflectionactivities on preservice science teachers’ classroom teaching practices.An action research model was used. The study sample consisted of 17(8 male, 9 female) senior students of the department of primary scienceeducation. This 10-week study was carried out within the scope of thecourse of Teaching Practice. Participants were asked to prepare a lessonplan for a science subject and teach it every week in their practiceschools. Afterwards, they were asked to complete a Self-ReflectionForm, which was developed based on discussions with them. Lecturevideo recordings, observation notes and Reformed TeachingObservation Protocol (RTOP) were used to determine the effect of selfreflection activities on participants’ classroom teaching practices.Participants’ lectures were evaluated using the RTOP. Furthermore, 30-40 min semi-structured interviews were conducted with participants toobtain more detailed information on the cause of the change in theirclassroom teaching practices. Results showed that self-reflectionactivities improved participants’ classroom teaching practices.