Odabaşı-Çimer & Çimer / TUSED / 9(1) 2012 17 Issues around Incorporating Reflection in Teacher Education in Turkey Sabiha ODABAŞI ÇİMER 1 , Atilla ÇİMER 1 1 Assist. Prof. Dr., Karadeniz Technical University, Fatih Faculty of Education , Trabzon-TURKEY Received: 26.08.2011 Revised: 31.01.2012 Accepted: 01.02.2012 The original language of the article is English (v.9, n.1, March 2012, pp.17-30) ABSTRACT Recently, the concept of reflection has been at the core of the discussions on effective teaching and teachers’ professional development and reflective practice is becoming a dominant paradigm in teacher education programs worldwide. Through reviewing literature on the emergence of reflection as a conceptual thrust in teacher education, this paper aims to analyse current teacher education system in Turkey in terms of developing and sustaining reflection. Issues to be considered in the process of applying reflective principles to the pre-service teacher education programs are discussed and suggestions for improvement of reflectivity of student teachers are presented at the end of the paper. Keywords: Reflection; Reflective process; Teacher education; Effective teaching; Student teachers. INTRODUCTION Effective teaching is linked to inquiry, reflection and continuous professional development (Harris, 1998). Of these three concepts, recently, reflection has generated the most interest amongst teacher educators, reformers, theorists and researchers as an important and even crucial element in the professional development and growth of teachers (Zeichner & Liston, 1987; 1996; Russel & Munby, 1992; Day, 1993, 1999a; Hatton & Smith, 1995; Loughran, 1996; Newel, 1998; Ghaye & Ghaye, 1999; Chalk & Hardbattle, 2007; Hanson, 2011). Many researchers define 'effective teachers' with the term 'reflective'; those who question their thinking and practice with an eye toward making improvements (Valli, 1993; Zeichner, 1994; Appleton, 1996; Borko, Michalec, Timmons & Siddle, 1997; Day, 1999a). It is argued that by gaining a better understanding of their own individual teaching styles through reflection, teachers can improve their effectiveness in the classroom. Correspondence Author email: sabihaodabasi@gmail.com © ISSN:1304-6020 TÜRK FEN EĞİTİMİ DERGİSİ Yıl 9, Sayı 1, Mart 2012 Journal of TURKISH SCIENCE EDUCATION Volume 9, Issue 1, March 2012 http://www.tused.org