期刊名称：International Journal of Progressive Education
印刷版ISSN：1554-5210
出版年度：2018
卷号：14
期号：1
页码：8-20
DOI：10.29329/ijpe.2018.129.2
出版社：International Association of Educators
摘要：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.
关键词：Layered curriculum; reflective thinking; self-directed learning; teacher training
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