The process ofacquiring knowledge for teachers must be about their own practice, mustbe created based on experiences extractedfrom their practice and; hence, the learning of experience followed byreflection (Harrison et al., 2006). Dewey (1933) identified reflection as oneof the modes of thought: ”active, persistent, and careful consideration of anybelief or supposed form of knowledge in light of the grounds that support itand the future conclusions to which it tends.” (p. 7). Sch?n (1987) made theterm “reflective thinking” an important theme in teacher education.
Reflectivethinking as a popular term in teacher education is a mode of thinking whichwould be used correspondingly with modes of thinking like metacognition,critical thinking, analytical thinking, and creative thinking among moderneducation approaches during education process (Gurol, 2011).. Danielson (1996)noted that reflection refers to an activity or process in which an experienceis recalled, considered, and evaluated, usually in relation to a broaderpurpose. It is an answer to past experience and causeto be concerned with conscious remember and test of the experience as a basis for evaluationand decision-making and as a source for planning and action. With experience,teachers can become more discriminatingand can evaluate their successes as well as their faults. Regarding to Donaldet al.
(2006), teaching is a complex activity that requires teachers to thinkabout or reflect on what they do. Good teachers can become even more effectiveby reflecting on teaching. According to this view, teacher reflection promotescritical approaches to one’s teaching and, consequently, leads to betterpractice (Oser et al., 1992; Artzt and Armour-Thomas, 2001; Mayes, 2001; Swain,1998). Reflection is commonly reported as a process of selfexamination andself-evaluation that teachers should regularly engage in to interpret andimprove their professional practices (Husu, Toom, and Patrikainen, 2006). Themost vital factor which segregatesthe reflective thinking from all these thinking types is that it presents as asolution interpreting, deferring, translating, arrogating to the individual,comprehending the issues thought in the school and making predictions for thefuture. Dymoke and Harrison (2008) noted that the five reflective thinkingskills core competent thoughts are observation, communication, judgement,decision making, and team working. All five skills of reflective thinking areimportant skilled occupationand are suitable to all levelssof teacher learning, including initial teacher education.
Teachers can developreflective thinking skills by the interaction provided through a dialoguejournal, purposeful discussions, and teaching portfolios (Cruickshank et al.,2006). Teachers’ reflective thinking tools such as recording, writing, drawing,photography, learning journal, portfolio, lesson plan, co-teaching,collaborative practitioner enquiry and action research can be used to supportteachers’ reflective thinking skills (Dymoke and Harrison, 2008). this paper,first discusses about five teachers’ reflective thinking skills includingobservation, communication, judgment, decision making, and team working. Then,the ways of measuring teaching reflective thinking skills are explained.