The views of first stage teachers of primary education towards reflective thinking

The general aim of the research is to determine the views of first stage teachers of primary education towards reflective thinking. This study, which is a scientific one, is consisted of two stages which are teacher interwiews and criterion. At the first stage of the research an interview technique was used as a tool for collecting data. At this stage thirty teachers working at first step at four different school at the center of Çanakkale were interviews was analysed by using Grounded Theory method. As regards the findings obtained at the end of this analysis, a scale was prepared with an aim to reach more samples and increase the validity and the reliability of the research. The scale which is the second stage of the research was applied to 134 primary education first stage teachers working at the center of Çanakkale. The data collected as a result of the center of Çanakkale. The data collected as a result of the criterion was analysed by using SPSS. The data collected through the criterion, was analysed by frequency and percent calculations. Whether there is a significant difference among the views of the teachers according to the difference of their sexes, educations, service years at their jobs and level of class they are educating were tested by statistical tests. The findings obtained were interpreted by being presented as tables. As a result of analyse the findings obtained at the first stage of the research, two different categories have been developed, which are ?Views of the Teachers on Reflecive Thinking? and ?Views of the Teachers on Using Reflective Thinking in the Learning-Teaching Process?. It is observed that the theachers do not know reflective thinking as a term but they use it with critical thinking and solving problem dimension unconciously. This situation shows that the teachers use the reflective thinking unconciously. Thus, in-service and pre-service training are needed in this issue so that the theachers can gain their Professional development and use reflective thinking in the learning-teaching process efficiently and systematically. It is observed that the findings obtained at the end of the criterion prepared to increase the validity and reliability of teacher interviews and the findings obtained from the interviews support each other. Besides, while no difference was found among the views of teachers about reflective thinking according to their genders, educational condition and level of the class they are educating, significant difference was found according to their service years in the job.