The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers
Open accessAbstract
Teachers are important role models for pupils. They should be reflective practitioners and self-directed learners. Teacher training process should promote being a reflective thinker and a self-directed learner. Curriculum should be designed in accordance with constructivism. The aim of this research is to investigate effects of layered curriculum on pre-service teachers’ reflective thinking level and on self-directed learning readiness. In this study sequential mixed method design is used. A pretest-posttest control group design (quantitative phase) and a semi-structured interview (qualitative phase) are used. Layered curriculum is determined to have positive effects on participants’ reflective thinking level and self-directed learning. According to findings of this research, layered curriculum can be an alternative way to improve pre-service teachers’ readiness for self-directed learning and reflective thinking levels.
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“Reflective thinking encourages individuals to think critically about their strategies, evaluate their progress, and take appropriate steps in problem-solving (Gencel & Saracaloglu, 2018).”
From Measuring undergraduate students’ reliance on generative AI during problem-solving: Scale development and validation. (2025) · cites this paper as Gencel & Saracaloglu, 2018
Citations
Cites
Effective Reflective Practice: In Search of Meaning in Learning about Teaching
Loughran, J. J. (2002) · Journal of Teacher Education · doi:10.1177/0022487102053001004 · Cited by 1,231
Cited by
Sorted by citations
Hou, C., Zhu, G., Sudarshan, V., Lim, F. S., & Ong, Y. S. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105329 · Cited by 70
Metadata
- Authors
- Unıversıty, C. O. M., Evin Gencel, I., Adnan Menderes University, & Saracaloğlu, A. S.
- ORCID
- Saracaloğlu, A. Seda
- Venue
- International Journal of Progressive Education
- Publisher
- Pen Academic Publishing
- Published
- 2018-02-11
- Volume
- 14
- Issue
- 1
- Pages
- 8-20
- ISSN
- 1554-5210 (ISSN-L)
- OpenAlex
- W2789426539
- Cited by
- 61
- References
- 1
- Citations by year
- 2026: 6 · 2025: 9 · 2024: 10 · 2023: 2 · 2022: 8 · 2021: 9 · 2020: 7 · 2019: 7 · 2018: 3
- FWCI
- 19.62
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- International Journal of Progressive Education (publishedVersion, cc-by-nc-nd)
- Çanakkale Onsekiz Mart University AVESIS (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- reflective thinking, self-directed learning readiness, pre-service teachers, teacher professional development, constructivism, reflective practice
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- The paper
- Unıversıty, C. O. M., Evin Gencel, I., Adnan Menderes University, & Saracaloğlu, A. S. (2018). The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers. International Journal of Progressive Education. https://doi.org/10.29329/ijpe.2018.129.2
