The research about the reflective thinking tendencies and teaching and learning insights of class teachers candidates

In this research it is aimed to identify the relation between the reflective thinking tendencies and teaching – learning insights. This study is a descriptive research and survey methodology is used for it. The research area is located in primary school teaching departments of faculty of education in the Aegean Region. In the research sampling, there are 228 class teacher candidates, including 58.3% (n=133) of women, 41.7% (n=95) of male are enrolled in the Department of Primary School Teaching. "The Scale of Reflective Thinking Tendency for Teacher and Teacher Candidates" (Semerci, 2007) is used to define views about the reflective thinking tendencies of class teachers' candidates and "The Scale of Teaching and Learning Insights" (Chan and Elliot, 2004; Aypay, 2011 – adapted for Turkish culture) is used to determine the teaching and learning insights as a data collection tool in this research. In accordance with the purposes of research, percentages are taken for the analysis of the data, One-Sample Kolmogorov-Smirnoy Test S Test, Mann-Whitney U Test, Kruskall Wallis H test are applied and calculated the pearson product-moment correlation coefficients. The significance level is accepted as 0,05 in this research. As a result of the research, the point average with regard to the general reflective thinking tendencies of the prospective classroom teachers did not vary according to gender, the mother's education levels, the father's education levels and the type of high school graduated. The point average with regard to the reflective thinking tendencies differed only according to the level of grade they studied. The insights of class teacher candidates' teaching and learning have no any significant differentiation depending upon the gender, education level of mother, education level of father, class, type of the graduated school as independent variables. Also, "Being Prudential and Sincere" and General Reflective Thinking Tendency" have a high positive relation. "View of the Profession" and "General Reflective Thinking Tendency" have a medium positive relation. There is no a significant relation between "Teaching-Learning Insights" and "General Thinking Tendency". Consequently, it is understood that the class teacher candidates are good at both reflective thinking tendency and learning-teaching insights. Keywords: Thinking, reflective thinking, learning, teaching