The effect of systematic teaching on student-teachers reflective thinking and democratic attitudes

The aim of this research is to determine the effect of systematic teaching in accordance with the reflective thinking and democratic attitudes of student-teachers. The field of research was consisted of the first grade students of the Computer and Teaching techniques department, who took Education Psychology Course, at Education Faculty of Fırat University in the Spring Semester 2007-2008 academic year. The groups were formed from cluster analysis obtained from 31 experimental students and 31 control group students. In this study, experimental method was used. The study was conducted as `pre-test, post-test? model. Systematic teaching experimental group was applied a syllabus based on systematic teaching. On the other hand, the courses were given over control group in traditional method. Moreover, the research was supported by qualitative study. For this reason, focus group interviews were applied to the students of the experimental gorup and their opinions were noted. The data of the research were gathered via Reflective Thinking Disposition Inventory (RTDI), Democratic Attitudes Inventory Related to Classrom Atmosphere, California Critical Thinking Disposition Inventory (CCTDI), focus group interviews and documents. Some findings of the research are as follows:-There was a significant difference in favor of the post-test in the experimental group?s scores of pre-test and post-test reflective thinking disposition and in some subgruops? scores of democratic attitudes related to the classroom atmosphere.-There was a significant difference in favor of the experimental group between the experimental and control groups? some subgroups? scores of post-test reflective thinking disposition.-There weren?t any significant differences between post-test scores of democratic Attitudes related to classroom atmosphere in the experimental group and control group.-There wasn?t a significant difference in the experimental group?s scores of post test- permanence reflecitve thinking disposition and of democratic attitudes related to the classroom atmosphere.-There was a significant difference in favor of the experimental group in the experimental and control groups? scores of permanence reflective thinking disposition and in some subgroups? scores of democratic attitudes related to teh classroom atmosphere-It has been come out that the teachers taking parts in the experimental group questioned themselves and gained different points of views and it has been found out that systematic teaching contributed to the teacher candidates in the aspect of vocational development.According to the research results, systematic teaching has showed to effect the development of the student-teachers in a positive way. However, it will be beneficial to lengthen the teaching period in order to gain more efficiency in the applications.