Innovational Research in ELT, Volume 2, Issue 3, 2018

Pre-service English Language Teachers’ reflective thinking

trends and their attitudes towards Teaching
Author: İrem Gürbüz
Çanakkale Onsekiz Mart University

1. Introduction

With some recent changes in current educational standards, there is a shift from positivist-oriented perspective to
constructivist perspectives (Crandall, 2000). These constructivist perspectives have been shaped not only general
education in schools but also teacher education in higher degree. At the same time, apart from curriculum
designers, policy makers and even education authorities, teachers are also crucial agents of educational basis.
According to this, teachers should be liberating for active teaching-learning processes. It is basically emphasized
that by doing reflection of teaching- learning processes, teachers can gain the role of decision maker and teachers
can make curriculum, classroom management, methodological, individual decisions about themselves and their
teaching professions (Reagan and Osborn, 2001). Therefore, preparing pre-service teachers according to the
constructivist point of views may lead them to reflect their experiences for generating new concepts and
improving educational aims. With this way, it could be provided a bridge between theoretical and practical
issues in education. Through this problem, reflective thinking practices can be a key for meeting teaching
profession of pre-service teachers and current educational perspectives. From this perspective, there is a need for
investigating their reflective thinking tendencies and its relation to their attitudes towards teaching profession.

1.1. Reflective Thinking

With various reforms of language education, there has been a debate among educators by questioning how
language teachers should be master in their field and how can improve themselves and accordingly their teaching
settings. This is highly important issue that some are gifted to be effective teacher however majority of them are
not believably born teachers. For not born as a gifted, educational programs shape their professional knowledge
and practice. In these teacher programs, it is expected that one teacher should be mastered on some knowledge
basis. Schulman (1987) explains these master areas as: a) general pedagogical knowledge in terms of teaching,
b) content knowledge about language, c) curriculum knowledge for a specific context, d) knowledge of target
learners and their characteristics e) knowledge of educational contexts and their characteristics and cultures and
finally, f) knowledge of education in general historical and philosophical grounds. On Schulman’s perspectives,
these are the basics for pedagogy. However, in current literature, it has been changed the role of teacher
including new master areas by the help of constructivist theory. New attempts about education and teachers’ role
change have probably let them to change their ideas about teaching. Additionally, teachers are impacted by
globalization and mobility aspects of language as socio-political faces (Kumaravadivelu, 2006). In this respect,
engaging with these sources and forces has brought new concepts as “reflective practice.”

With this concept, many educators made different studies about that how reflective thinking and practice occurs
and affects learning-teaching situations with different definitions. Reflective thinking is a concept that has been
done in recent years with a lot of research on Dewey’s thinking. On account of Dewey (1933), reflective
thinking is a problem-solving process in which it is focused on researching and reflecting. In depth, Dewey
describes this practice-driven concept in his book ‘How we think: a restatement of the relation of reflective
thinking to the educative process’ as “the active, persistent and careful consideration of any belief or supposed
form of knowledge in the light of the grounds that support it” (p. 9). Despite it might not be a clear cut for
reflective thinking definitions, Jay and Johnson (2002) contribute reflective thinking concept with new broad
aspects that it is a process in which no matter individual or collaborative, it involves experiences and uncertainty,
additional perspectives, one’s own values, beliefs and experiences, and the larger context in which the questions
are boosted. In addition to these definitions, Schön (1983) relates the abstract definition of Dewey’s to the
concrete cycle of reflective thinking: appreciation, action and re-appreciation and lead “reflection-in-action” and
“reflection-on-action” concepts by making distinction between them.

Apart from these two basic explanations about reflective thinking, many educators and researchers has probably
made in-depth reviews about this issue. While doing this, context specifications could be taken into
considerations. All in all, especially, for deeper understanding, it is possible that current language teacher
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candidates’ education has been taken much more emphasis and has been made many studies about these higher
education contexts.

1.2. Reflective Practices in Higher Education Contexts

Mostly in higher education contexts with the light of current studies about reflective thinking and practice are
expected to give how pre-service teachers can be reflective practitioners in their future in-service practices. With
proposed models of reflective practice, teacher training programs can support pre-service teachers’ reflective
thinking tendencies. To support this idea, it can be said that reflective thinking is often seen as the quality of a
teacher that needs to be improved and there are many researches about the applications that develop reflective
thinking. Educational theorists suggest that educators should foster higher order thinking skills such as reflective
thinking for the development of problem-solving (Kuhn, 1990, cited in Can, 2015). By doing this, in higher
education contexts, it is expected from student teachers firstly to identify the problem that might be encountered
and reflecting the solutions, after these, they should be designed planning for the process and then implement it.
After implementation, they should evaluate by using reflection and do further reflection by restarting the process
(Basol and Gencel, 2013). According to these sample stages, different contexts might have different route map
and accordingly, they can make their researches about training program evaluation. In relevant literature, there
are a few studies in order to understand the effects of reflective practices on pre-service teachers’ professional
quality. For instance, Walshe and Driver (2019) emphasized the importance of the video recording during micro-
teaching practices that allowing pre-service teachers to re-experience the embodied teaching led them to support
their self-efficacies toward teaching profession and understand their micro-teachings in a more detailed way.
Additionally, Nagro (2020) pointed out that in a higher education context, reflective practices and activities
implemented through pre-service teachers have a chance to give them to identify and analyze specific elements
regarding teaching instructions by capturing on video and reflecting deeper dimensions of teaching profession.

In literature, reflective thinking tendencies’ and skills of prospective teachers are examined in accordance with
different variables. Köksal and Demirel (2008) emphasize the development of pre-service teachers’ reflective
thinking skills to planning, implementation and evaluation process of teaching and they concluded that reflective
practices give positive results on teaching process. Beauchamp and Thomas (2010) combine imagination and
reflective practice in higher education in terms of development of professional identity. Önen and Koçak (2014)
try to analyze reflective thinking tendencies of pre-service teachers along with their openness to individual
innovations. One another research study on reflective thinking is related with science student teachers’ reflective
thinking skills toward problem-solving (Can, 2015). Apart from these, there is another study held by
Svojanovsky in which not only pre-service teachers but also mentors and supervisors are participants of this kind
of researches and this study aims to support reflective practice on teaching practice with reflective seminar
applications (2017). There are many other studies about this issue investigating teacher candidates’ reflective
thinking tendencies with different variables such educational backgrounds, gender, settlement and faculty-based
(e.g., Karadağ & Sadık, 2012; Poyraz & Usta, 2013; Temel, 2017; Tican & Taşpınar,2017). When all studies
mentioned above are examined, it is observed that there are few studies examining the affective sides of
reflective thinking concepts together such as pre-service teachers’ reflective thinking tendencies, attitudes on
teaching practice, motivation and so on. One study about reflective thinking-based practices and their effects on
teaching profession shows that these practices improves reflective thinking in relation with pre-service teachers’
positive attitudes on teaching (Tok, 2008). However, Yumuşak (2015) investigates the relationship between
reflective thinking tendencies of pre-service teachers and their attitudes towards teaching profession in
Necmettin Erbakan University as a special context. Therefore, it might be highlighted there should be more
studies on this issue and for higher education contexts.

Briefly, in order to determine teacher characteristics associated with reflective thinking, it is crucial issue to
guide reflective practices both for teacher education programs and in-service teaching programs. In this respect,
this study aims to evaluate specific context, pre-service language teachers’ reflective thinking tendencies and
their attitudes towards teaching at Çanakkale Onsekiz Mart University English Language Teaching Training
Program. At the same time, it will be investigated the level of reflective thinking and attitudes toward teaching
with gender variable.

1.3. Attitudes towards Teaching Profession

Attitude is an essential concept in educational settings for understanding especially teachers’ instructional
practices, thoughts, and experiences, and through this, applying teacher education arranged to support pre- and
in-service teachers’ practices and thoughts. Because of the importance of this concept, firstly, it should be given
definitions of the term for understanding it in depth. Attitude is generally defined as feelings and actions towards
an idea, or an object. According to Thurstone (1931), attitude is a positive or negative intensity orders and
gradation toward a psychological object. In addition to this, Allport (1935) includes the term in experience,
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directivity, and progress and describes as a state of mental and emotional preparedness that has the power to
effect and guide people’s behavior as a result of experiences. As it is understood by these definitions, attitude
includes one’s experiences shaped by mental and emotional status. In this respect, it should be noted that
learning to teach is constructed by different experiences and teachers’ mental and emotional readiness shaped by
their experiences in teaching-learning processes and they are interrelated with each other.

On the other side, attitudes toward teaching profession affect the educational settings. Therefore, attitude toward
teaching profession is important issue since it can directly influence the explanation of knowledge accordingly
teaching profession (Andronache et al., 2014). At the same time, being reflective may be connected with
teaching profession. It could be mentioned that individuals have unique, personal experiences, and through them,
teachers can assemble their own understandings about teaching by reflecting their experiences. Namely, teaching
profession contains individuals who have experiences defined different time, context and with different manners
and personally constructed understandings of how they can be professional and reflective teachers (Sellars,
2012). Henceforth, attitudes have been constructed by experience which can be the key factor for being
reflective and they have an interconnection with each other.

2. Method

This part of the research paper aimed to give information about data collected through surveys mentioned above
with different sections. With the aim of the study, it was answered to these questions:
1. What is the level of EFL pre-service teachers’ reflective thinking tendencies and their attitudes toward
teaching profession?
2. Are there any correlation between pre-service EFL teachers’ current reflective thinking tendencies and
their attitudes toward teaching profession?
3. Are there any significant difference between gender and reflective thinking tendency?
4. Are there any significant difference between gender and teaching professions of pre-service teachers?

2.1. Research Design

In this study, it was aimed to present the pre-service teachers’ reflective thinking tendencies and their attitudes
toward teaching profession with gender variable. Also, it aimed to analyze whether there is correlation between
pre-service teachers’ reflective thinking tendencies and their teaching professions. In accordance with the
research study’s questions and aim, this study was designed as non-experimental through both single and
correlational scanning models. In the correlation type of a research, it is tried to find out whether the variables
change together and if there is a change together, how this is (Karasar, 2009). Therefore, it was decided to use
these types of research models. While searching for answers to the first question of the study, single scanning
descriptive model was used, searching for answers to the second, third and fourth questions, the correlational
survey model was used.

2.2. Participants

The population of the study consists of the third and the fourth-grade pre-service teachers who are studying at
English Language Teaching Department, Education Faculty of Çanakkale Onsekiz Mart University. This is why;
the third and fourth graders were pre-service teachers who received the field lessons under equal circumstances.
Therefore, it was employed purposive sampling technique as a specific purpose for non-probability. The
participants were 50 from the first graders and 21 from the fourth graders and as total were 71 participants. This
study mostly included female participants with 50 and 21 of them were male participants. While participants’
age range was between 20 and 29, more than half of the participants were 22 with 59.2%. In this frame, for data
collection, it was received permission for ethical issues. With the aim of collecting data, after the researcher
mentioned the scope of the research and data collection tools, data were collected.

2.3. Data Collection

Within the scope of the research, data were collected through two different data collection tools. One of them is
“reflective thinking tendency scale” developed by Semerci (2007) to identify pre-service language teachers’
dispositions to reflective thinking, other one is “attitudes toward teaching profession scale developed by Çetin
(2006) to identify pre-service teachers’ attitudes toward teaching profession. These instruments follow below in
depth.

In order to determine the reflective thinking levels of teacher and teacher candidates and is based on the principle
of providing information about the individual himself, Reflective Thinking Tendency Scale developed by
Semerci (2007) was used in this study. For that scale, it got permission under ethical issues by contacting with
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the developer of it. To identify pre-service teachers’ reflective thinking tendencies, it includes 35 items and 7
sub-scales: a) continuous and purposeful thinking (7 items) b) open-mindedness (6 items) c) continuous and
purposeful thinking (5 items) d) teaching responsibility and scientific (5 items) e) analyst (6 items) f) foresight (4
items) g) point of view (2 items). From these items, while 20 of them were negative, 15 of them were positive
items. It was examined to reversed items for the analysis of the data. The scale was included 5-point Likert type
from “strongly disagree” to “strongly agree” and it were pointed from 1 to 5. In terms of reliability of the scale,
Semerci (2007) analyze that scale’s Cronbach Alpha reliability coefficient is .91. Therefore, it was applicable for
this study in terms of reliability.
With the aim of identifying pre-service teachers’ attitudes toward teaching profession, Teaching Profession
Attitudes Scale developed by Çetin (2006) was used. From these items, while 20 of them were positive, 15 of
them were negative items. The scale was included 5-point Likert type from “strongly disagree” to “strongly
agree” and it were pointed from 1 to 5. It was examined to reversed items for the analysis of the data.
Additionally, it included 3 components as: a) affection b) value and c) adjustment, and it gave both overall
scores and different scores for each component. The scale Cronbach Alpha reliability coefficient for total is .95,
for affection component is .95, for value component is .81, and for adjustment component is .76. For this respect,
this scale was seen as reliable for using in relation to current research questions.

For data collection, the data collection tools used in the research was applied to the English teacher candidates in
the classroom by the researcher in the fall semester of the 2018-2019 academic years. The aim of the study and
how to apply to teacher candidates is explained. In addition, it was emphasized that this data collection tool is
not a grade value and it is important for the researcher to reach the aim of the research. Although it was stated in
the data collection tool, it was also stated that it is voluntary.

2.4. Data Analysis

The data obtained in this study were analyzed and evaluated by using SPSS Package Program v. 21.0. Research
data in the context of research questions’ normality distributions were analyzed. According to this analysis, data
obtained from two scales’ items were non-normally distributed with skewness of 3.94 (SE = 0.28) and kurtosis
of 23.26 (SE = 0.54). Therefore, it was determined to outliers and transformed variables into normal distribution
with skewness of 0.43 (SE = 0.28) and kurtosis of 0.42 (SE = 0.42) by the reference of Tabanchnick and Fidell
(2013) with the range of- + 1.5 of normality values. At the end, five data obtained were excluded and it was
decided to use parametric tests. For the analysis of the first research question which is for describe pre-service
students’ reflective thinking tendency levels and their attitudes toward teaching profession, it was used
descriptive statistics with mean, standard deviation and frequencies with ascending order. For the analysis of the
second research question which is for finding the correlation between pre-service language teachers’ reflective
thinking tendencies and their attitudes toward teaching profession, it was used Pearson bivariate correlation. For
the analysis of the third and fourth questions, it was utilized Independent Sample t-tests with the aim that
whether there is a significant difference between female and male pre-service teachers’ teaching professions and
their reflective thinking tendencies. In brief, in data collection procedure followed this sequence above.

3. Findings

This part of the study deals with the results of the statistical analysis of the data collected through scales. In
accordance with the research questions, it presents the analysis with related tables and its reports.
In answer to the first research question related with the participants’ level of reflective thinking tendencies and
their attitudes towards teaching profession, it was utilized from descriptive statistics. Table 1 shows that the
mean values of participants in both reflective thinking tendencies and attitudes toward teaching profession of
pre-service teachers and indicates that while reflective thinking tendencies of them is very high (M = 4.46, SD =
0.34), their value of attitudes toward teaching profession is at average level (M = 3.97, SD = 0.67).

Table 1.
Descriptive statistics on participants’ value of reflective thinking tendencies and attitudes toward teaching
profession (N=71)

Variables N M SD

Reflective thinking tendency 71 4.46 0.34

Attitudes toward teaching profession 71 3.97 0.67

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In response to the research question 2, it was utilized Pearson correlation statistics and with the results, it is
determined that there is a statistically significant positive correlation between pre-service teachers’ reflective
thinking tendencies and their attitudes towards teaching profession on the level of p < 0.1 (r = .409, p < .01).
Therefore, with regards to the correlational statistics, it can be said that as pre-service teachers’ reflective
thinking tendencies increase, their attitudes towards teaching profession can change positively.
Table 2.
Independent sample t-test results according to gender (N = 71)

Variables Gender M SD df t p
N

Reflective Female 50 4.50 0.31

thinking -1.63 .107
tendencies Male 21 4.36 0.40
69
Attitudes toward Female 50 4.14 0.53
teaching -3.63 .001**
profession Male 21 3.57 0.78

Note. ** p = .001

With the light of research questions 3and 4 which are related with investigating whether there is a statistically
significant difference between gender and two variables mentioned above. In this respect, table 2 shows t-test
results that there is no statistically significant difference between female (M = 4.50, SD = 0.31) and male (M =
4.36, SD = 0.40) participants in terms of their reflective thinking tendencies [t (69) = 1.63, p = .107]. However,
when it is examined attitudes towards teaching profession in relation to participants’ gender, there is a
statistically significant difference between female (M = 4.14, SD = 0.53) and male (M = 3.57, SD = 0.78)
participants [t (69) = 3.63, p = .001] with small effect size (d = 0.4, r = 0.2). It is clear that female participants’
scores of attitudes towards teaching profession are higher than male participants’ scores.

4. Discussion and Conclusion

The purpose of the present study is to explore firstly, ELT pre-service teachers’ reflective thinking reflective
thinking tendencies and their attitudes towards teaching profession, and then analyze the relationship between
these two variables with gender. With these aims, research questions analyzed in the findings section will be
discussed and supported with related literatures.

When the first question is taken into consideration, results showed that while pre-service teachers’ reflective
thinking tendencies’ level is very high, attitudes towards teaching profession is on the level of moderate.
However reflective thinking tendencies of pre-service teachers may vary according to context, reflective
practices and so on (Gür and Óvez, 2012), in literature, there are other studies showing similarities on level of
pre-service teachers reflective thinking (Hasırcı & Sadık, 2011; Pan & Say, 2018; Yorulmaz, 2006; Yumuşak,
2015; Yüksel, Uzun, & Dost, 2013; Zembat, Yılmaz & İlçi Küsmüş, 2018). However, Turan and Koç (2019)
anayzed the relationship between pre-service teachers’ teaching-learning conceptions and reflective thinking
tendencies. According to them, their reflective thinking tendencies were on the level of moderate and reflective
thinking sub-themes and constructivist teaching-learning conception has a strong relationship. In Roohani and
Hasgparast’s study (2020), English language teachers did not reflect themselves as a reflective thinker, yet there
is a relationship between their reflective thinking tendencies and pedagogical success. Nonetheless, it should be
given more emphasis on this issue for contribution to the relevant study by including pre-service teachers more
reflective thinking practices. On the other hand, in relevant studies about attitudes towards teaching profession
indicates similar results with present study in which their attitude level is moderate, on the agree level (e.g.,
Andronache et al., 2014; Bulut, 2009; Güneyli & Aslan, 2009; Terzi & Tezci, 2007; Yumuşak, 2015; Zembat et
al., 2018). Süzük and Akıncı (2019) stated pre-service teachers who were from different departments in the same
educational context have positive attitudes towards teaching profession. However, the findings of other studies in
literature (Şahin, 2010; Tok, 2012), in contrast to the present study, shows that pre-service teachers’ attitudes are
positive, on the level of high. Therefore, it can be mentioned that apart from pedagogical knowledge, it may be
focused on more beliefs and attitudes.

Related to the second research question, considering the correlation between participants’ reflective thinking
tendencies and attitudes toward teaching profession, there is a significant, positive correlation between them. In
literature, there are studies showing similar results (e.g., Oruç, 2000; Tok, 2008; Yumuşak, 2015; Zembat et al.,
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2018) with current study. Nonetheless, it should be mentioned that there is not much work on analyzing these
two variables’ correlation between them; even though, this means it can be given more emphasis on increasing
teachers’ abilities on teaching profession. Therefore, there is need for further studies on the effect of attitudes on
reflective thinking tendencies.
Regarding the third research question, it reveals that there is no statistically significant difference between
female and male participants in terms of their reflective thinking tendencies. The results of some studies to the
purpose of this show consistency (Atalay & Karahan, 2016; Can, 2015) with this study. At the same time, there
are also studies (Poyraz & Usta, 2013; Temel, 2017; Yumuşak; 2015) presenting that there is difference between
male and female participants; accordingly, female participants outperformed their male counterparts regarding
their scores of reflective thinking. However, there are other studies (Afshar & Farahani, 2015; Tekkol &
Bozdemir, 2018) presenting opposite results as male participants’ domination over female participants. When
this study and other studies are considered together, it may not be possible to make common belief that reflective
thinking tendency according to gender variable.

With the light of the fourth question, the results demonstrate that there is significant difference between male and
female participants in terms of their attitudes towards teaching profession. According to this finding, the scores
of the female participants are significantly higher than the male participants. There are many other studies
supporting these findings (Alkan, 2018; Güneyli & Aslan, 2009; Htang, 2017; Terzi & Tezci, 2007; Üstüner,
Demirtaş & Cömert, 2009) in both Turkish and other countries’ context. Additionally, according to some
studies’ findings, there is no significant difference between male and female pre-service teachers (Bademcioğlu,
Karataş & Alçı, 2014; Parvez & Shakir, 2013; Tok, 2012; Yumuşak, 2015). Apart from all these relevant
findings in literature on gender issue, while there are studies about female domination on teaching profession,
there are not common beliefs about gender issue. Therefore, no matter teachers’ gender, the direction should be
towards drawing attention to high quality profession (Drudy, 2008).
With the aims and the findings of the study, the following main conclusions can be drawn. According to the
results of the study, pre-service teachers’ reflective thinking tendencies are high and their attitudes towards the
profession are moderate and on the ‘agree’ level. Through these findings, the analysis of the correlation of these
variable scores of participants indicates that there is significant, positive correlation between them. Finding a
statistically significant, positive correlation between reflective thinking and attitudes is a meaningful input for
teacher educators about educating teacher candidates to be reflective and express more positive attitudes towards
teaching profession. Furthermore, it can be ensured that teacher candidates cultivate positive attitudes toward
teaching profession, and through reflective thinking and practices, they actively participate in this profession
with self-improvement.

In this study, it was also analyzed whether gender variable is a determinant on teacher candidates’ reflective
thinking and attitudes. According to the findings of the study, while there is no significant difference between
female and male pre-service teachers in terms of their reflective thinking tendencies, female pre-service teachers
outperformed their male counterparts in terms of their attitudes towards teaching profession. Plus, these results
are supported by relevant literature. However, there are other studies mentioning there is no significant
difference between male and female participants. Therefore, it can be drawn conclusion as gender issue may not
be an implication for this profession and no matter, they are male or female, it should be basically focused on the
quality of teaching profession. Nonetheless, it can be context-based, and it should be investigated in different
educational context. Therefore, there is a need for more sampling and different context-based studies for
generalizability of studies.

In brief, with reference to pedagogical implications, the study can shed a light for both teacher educators and pre-
service teachers to enhance their teaching-learning environments. To do this, teacher educators can integrate and
impose their reflective practices to pedagogical courses, and they should support the field by revealing in what
level they are using these practices. With this way, pre-service teachers can improve their teaching and develop
more positive attitudes towards teaching profession.

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