Predicting Reflective thinking among Saudi Elementary School Teachers in Riyadh Public Schools

Abstract

One of the educational objectives of Saudi Arabia's Vision 2030 is to develop students who are creative and critical thinkers. The present study thus examined Saudi elementary teachers' reflective thinking, based on the ideas that teachers who possess reflective thinking will have direct influence on their students' thinking, and that reflective thinking is closely related to critical and creative thinking. The study looked at four variables, lifelong learning, self-awareness, self-belief, and teaching awareness, testing each variable's influence on teachers' reflective thinking skills. The study adopted and utilized the instrument of reflective thinking developed by Choy, Yim, and Tan (2017) creating a survey to examine these relationships. The study found that only two of the constructs, teaching awareness and self-awareness, have a significant relationship with reflective thinking. Self-belief and lifelong learning were found to have no significant relationship with reflective thinking. The results suggest that it is necessary to incorporate activities and practices that foster reflective thinking into teacher preparation programs. It is suggested to conduct further research in order to identify what factors influence teachers' reflective thinking and to compare teachers of different students' ages. Contribution/Originality: This research is one the very few studies that investigated reflective thinking among female Saudi teachers. The findings of the study revealed the current stage of reflective thinking among elementary teachers in Saudi Arabia. The Ministry of Education and teacher educators can use these data to re-evaluate teacher training programs and provide in-service teachers with training programs to practice reflective thinking. In addition, the research report pointed out that Saudi Arabia has limited research sources in this field and needs to be expanding on it. teaching practices (Kalantari & Kolahi, 2017). John Dewey introduced the term-reflective thinking‖ and defined it as a process in which a teacher recognizes a problem, thinks about it, evaluates it, and finally reflects on it. The purpose of reflective thinking is therefore to develop consciousness and improve teaching practices. Without exception, teaching as a career calls for a great deal of self-reflection and the ability to tailor solutions to specific situations in a classroom. It is not only necessary for

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