THE EFFECTS OF REFLECTION POINTS IN VIDEO-CASES AND TEACHER PARTICIPATION IN ONLINE DISCUSSION GROUPS ON REFLECTIVE THINKING

Abstract

The aim of this study was to find out the effects of reflection points in the video-cases and teacher participation in the online discussion groups on student teachers' reflective thinking skills. The research was carried out in 2x2 factorial design. The independent variables of the study were adding reflection points to the video-cases and teacher participation in the online discussion groups. The dependent variable was the student teachers' reflective thinking. Participants were 74 student ICT teachers from two large universities' departments of Computer and Instructional Technologies Education. Study results revealed that adding reflection points to the video-cases significantly increased the student teachers' reflective thinking. However, teacher participation in the online discussion groups did not affect the student teachers' reflective thinking.