conclusion
I CONCLUSION
Teachers encounter myriad of daily situations during the learning process dealing with how to organize classrooms and curriculum, how to read students’ behaviours, how to creat the efficient class environment. The importance of reflection rises when these situations taken into account. Elder and Paul (1994), and Halpern (1996) point out that reflective teachers would think critically, which involves the willingness to question, take risks in learning, try out new strategies and ideas, seek alternatives, take control of learning, use higher order thinking skills and reflect upon their own learning processes. Reflective teachers know not only what to do, they also know why they do during their practice.
The researches contucted up to the present prove the role of reflection in teachers’ professional growth. Because of this, this study deals with the differences between the students thoughts about teacher reflection. According to the results of the independent samples t-test, with respect to the research question 1, there is a significant difference between the views of freshmen and junior Preschool Teaching students. According to the descriptive statistics, independent t-tests results (shown above table 3) , there is no difference between freshmen and junior Prescool Teachers’ sense of RCMS.
To sum up, the differences between the views of freshmen and junior Preschool Teaching students show that juniors have more experiences in term of both teoritical knowledge and practice. The views of junior preschool teaching students are characterized by reflective thinking comparing with the freshmens. The factors such as age, experience and the classes they attented figures their views on reflection.
Teachers encounter myriad of daily situations during the learning process dealing with how to organize classrooms and curriculum, how to read students’ behaviours, how to creat the efficient class environment. The importance of reflection rises when these situations taken into account. Elder and Paul (1994), and Halpern (1996) point out that reflective teachers would think critically, which involves the willingness to question, take risks in learning, try out new strategies and ideas, seek alternatives, take control of learning, use higher order thinking skills and reflect upon their own learning processes. Reflective teachers know not only what to do, they also know why they do during their practice.
The researches contucted up to the present prove the role of reflection in teachers’ professional growth. Because of this, this study deals with the differences between the students thoughts about teacher reflection. According to the results of the independent samples t-test, with respect to the research question 1, there is a significant difference between the views of freshmen and junior Preschool Teaching students. According to the descriptive statistics, independent t-tests results (shown above table 3) , there is no difference between freshmen and junior Prescool Teachers’ sense of RCMS.
To sum up, the differences between the views of freshmen and junior Preschool Teaching students show that juniors have more experiences in term of both teoritical knowledge and practice. The views of junior preschool teaching students are characterized by reflective thinking comparing with the freshmens. The factors such as age, experience and the classes they attented figures their views on reflection.