Abstract:

This study examines students’ high-level thinking expressing reflective processes in courses based on presenting professional insights that can lead to social and academic development. Forty-eight education students participated at a large college in central Israel. The research tool was a reflective portfolio in the courses’ model site.

Theoretical background:
High-level thinking enables learners to be aware of their learning process and control their decisions. This process demands a range of judgments during learning and provides the tools to face difficulties and develop varied and feasible solutions for implementing them. (Ben-David & Orion, 2013; Zohar, & Barzilai, 2015 ; Perry, Lundie, & Golder, 2019).
Studies have suggested that reflection encourages more activities of learning, such as self-checking, and demonstrates a deeper understanding of the learned material than those who did not employ these thinking strategies (Kaberman & Dori, 2009; Zohar & Peled, 2008).
Moreover, other studies cite the relationship between high-level thinking processes such as reflection and between learning toward deep understanding wherein the learner activates new knowledge that s/he has acquired. This means that “thinking about thinking” aids the transfer of the known material on the part of the learner herself. It also aids the learner in being aware of how her core beliefs can affect how s/he perceives various learning situations (for example, coping with difficulties) and how s/he behaves in these and other situations (Ozturk, 2017; Veenman, Van, Hout-Wolters & Afflerbach, 2006; Wilson & Bai, 2010; Zohar & Barzilai, 2013).
The reflective process can directly affect and shape any sub-conscious pedagogic beliefs and perceptions concerning teaching. To achieve this, it is essential to include in teacher training practicum elements of structuring complex educational processes, i.e., views and opinions on education and its components (Adler, Tzion, & Mevarech, 2017; Korthagen, 2004; Osterman & Kottkamp, 2004).
Zohar (2016) indicated the required skills for implementing such thinking:
(1) planning – setting goals, choosing appropriate strategies;
(2) monitoring – awareness and examination of thinking processes during learning;
(3) evaluation of thinking and learning processes, conducted at the end of the work process using reflection and self-assessment toward operative recommendations regarding learning.

Research question:
How does education students’ high-level thinking, as expressed in reflective writing, advance professional insights?

Conclusion and insights:
Higher-level thinking enabled the students to pause, think, ask questions, cast doubts, and engage in intrinsic dialogue, enabling them to choose between options and decide what belief system, philosophies, and ideas are appropriate for them to adopt.
Examining professional insights established even more so how important responding individually in class is, as well as adapting the learning framework, instruction, and varied student evaluation, all of which raise motivation, inspire curiosity and interest, hone learning skills, and encourage choosing to learn and investigate. This is similar to Kember et al.’s (2008) claim that adapting teaching and learning materials to the learners increases their involvement in learning and their internal motivation to understand the content.

Keywords:

Higher-Order Thinking, Reflection, Teacher Training.