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Effect of Reflective Journal Writing for Microteaching Implementations on Creative Thinking Tendencies of Primary School Teacher Candidates

dc.contributor.authorAhlatçıoğlu, Merve Elmas
dc.contributor.authorTekkol, İlkay Aşkın
dc.date.accessioned2026-01-04T20:55:08Z
dc.date.issued2024-09-24
dc.description.abstractThis study aims to reveal the effect of writing reflective journals about micro-teaching practices on the tendencies of creative thinking of primary school teacher candidates. This research was created using a mixed-methods approach. The research group for this study consists of third-grade students who attend a public university in Turkey with a primary school teaching program. A quasi-experimental design was employed in the quantitative part of the study, and a phenomenological design was utilized in the qualitative part of the study. According to the results, reflective journal writing for micro-teaching practices positively affected the creative thinking tendencies of primary school teacher candidates. In addition, primary school teacher candidates stated that reflective journal writing for micro-teaching practices developed creative thinking tendencies because they could think critically and gain different perspectives. When the qualitative data obtained from primary school teachers were evaluated, it was seen that they supported the quantitative data.
dc.description.urihttps://doi.org/10.4018/979-8-3693-1135-6.ch017
dc.identifier.doi10.4018/979-8-3693-1135-6.ch017
dc.identifier.openairedoi_________::21c06a3bf9d4093a8da0bb4f6fc1022d
dc.identifier.scopus2-s2.0-105007375746
dc.identifier.urihttps://hdl.handle.net/20.500.12597/42123
dc.publisherIGI Global
dc.titleEffect of Reflective Journal Writing for Microteaching Implementations on Creative Thinking Tendencies of Primary School Teacher Candidates
dc.typePart of book or chapter of book
dspace.entity.typePublication
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