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

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EVİN GENCEL İ., Saracaloğlu A. S.

International Journal of Progressive Education, no.14, pp.8-20, 2018 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Publication Date: 2018
  • Journal Name: International Journal of Progressive Education
  • Journal Indexes: EBSCO Education Source
  • Page Numbers: pp.8-20
  • Çanakkale Onsekiz Mart University Affiliated: Yes


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 selfdirected 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.