The Sch?n (1987) made the term “reflective thinking”

The process of
acquiring knowledge for teachers must be about their own practice, must
be created based on experiences extracted
from their practice and; hence, the learning of experience followed by
reflection (Harrison et al., 2006). Dewey (1933) identified reflection as one
of the modes of thought: ”active, persistent, and careful consideration of any
belief or supposed form of knowledge in light of the grounds that support it
and the future conclusions to which it tends.” (p. 7). Sch?n (1987) made the
term “reflective thinking” an important theme in teacher education. Reflective
thinking as a popular term in teacher education is a mode of thinking which
would be used correspondingly with modes of thinking like metacognition,
critical thinking, analytical thinking, and creative thinking among modern
education approaches during education process (Gurol, 2011).. Danielson (1996)
noted that reflection refers to an activity or process in which an experience
is recalled, considered, and evaluated, usually in relation to a broader
purpose. It is an answer to past experience and cause
to be concerned with conscious remember and test of the experience as a basis for evaluation
and decision-making and as a source for planning and action. With experience,
teachers can become more discriminating
and can evaluate their successes as well as their faults. Regarding to Donald
et al. (2006), teaching is a complex activity that requires teachers to think
about or reflect on what they do. Good teachers can become even more effective
by reflecting on teaching. According to this view, teacher reflection promotes
critical approaches to one’s teaching and, consequently, leads to better
practice (Oser et al., 1992; Artzt and Armour-Thomas, 2001; Mayes, 2001; Swain,
1998). Reflection is commonly reported as a process of selfexamination and
self-evaluation that teachers should regularly engage in to interpret and
improve their professional practices (Husu, Toom, and Patrikainen, 2006). The
most vital factor which segregates
the reflective thinking from all these thinking types is that it presents as a
solution interpreting, deferring, translating, arrogating to the individual,
comprehending the issues thought in the school and making predictions for the
future. Dymoke and Harrison (2008) noted that the five reflective thinking
skills core competent thoughts are observation, communication, judgement,
decision making, and team working. All five skills of reflective thinking are
important skilled occupation
and are suitable to all levelss
of teacher learning, including initial teacher education. Teachers can develop
reflective thinking skills by the interaction provided through a dialogue
journal, 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 support
teachers’ reflective thinking skills (Dymoke and Harrison, 2008). this paper,
first discusses about five teachers’ reflective thinking skills including
observation, communication, judgment, decision making, and team working. Then,
the ways of measuring teaching reflective thinking skills are explained.