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The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers‘ academic achievement and views regarding application and professional self-competence perceptions are also searched. This research is both qualitative and quantitative oriented and is conducted with two different groups: one is scenario based learning group and the other one is reflective learning group. Besides, the research is carried out with 62 prospective teachers who take ―Teaching Practice‖ course. The group of reflective learning is composed of 30 prospective teachers whereas the scenario based learning group is composed of 32 prospective teachers. The applications which are lasted 12 weeks are supported with one of the educational social networks called edmodo. The findings of the research revealed that the scenario based learning is more effective than reflective learning in terms of prospective teachers‘ academic achievement. However, there is no significant difference found in the professional self-competence perceptions of both scenario based learning group and reflective learning group.

Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education