摘要：The purpose of this study was to determine the influence of reflective thinking practices onprospective teachers’ skills in preparation of the constructivist learning environment and frequencies of the theiruse of constructivist learning environment principles at the Teaching Practice Course II. Sixteen prospectiveteachers (eight female, eight male), taking the Teaching Practice II course in the Department of ElementaryEducation at Marmara University, participated in this study. The Embedded design, a mixed methods design,was used. At the beginning of the study, there was no significant difference between constructivist learningenvironment preparation skills of the prospective teachers in both experimental and control groups. At the end ofthe reflective thinking practices, there was a significant difference between experimental and control groups’protest scores in relation to constructivist learning environment preparation skills’ favoring the prospectiveteachers in the experimental group. Analysis of the observations made during the implementation and it wasobserved that prospective teachers in the experimental group used the constructivist learning environment skillsduring teaching practice more often.
