The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers

Abstract

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.