The impact of reflective practices on pre-service science teachers classroom teaching practices

This case study attempts to explore the impact of reflective practices (reflection in, on, and for action) on pre-service science teachers’ (PSTs’) classroom teaching practices. To this end, ten PSTs majoring in Science Teacher Education Program participated study. In study, author designed a practice process based was carried out during practicum course with teachers participating research. At beginning end observations, field notes, observation instruments, video records, lesson plans were used as data collection tools determining PSTs' The qualitative quantitative results indicated that there significant change favor post-classroom between pre- Given these results, research plays an important role development