Sevil Ismet Aghayeva

THE INFLUENCE OF TEACHER'S THINKING ON STUDENTS LEARNING

Abstract. This article analyzes the impact of teachers' thinking on students' motivation to learn, their activity in class, and their academic results from empirical and theoretical aspects. According to modern educational philosophy, a teacher is not only a transmitter of knowledge, but also an organizer of the learning environment and a shaper of the student's personality. In this regard, the teacher's pedagogical beliefs, level of reflective thinking, and teaching philosophy play a decisive role in his approach to the lesson and his relationship with the student. The aim of the study is to evaluate the impact of teacher thinking on the learning process on a scientific basis. For this purpose, a mixed research model was chosen and both quantitative (questionnaire and statistical analysis) and qualitative (interview and content analysis of reflective writings) data were collected and analyzed. As a result of surveys conducted with the participation of 4 teachers and 100 students, a statistically significant positive relationship was found between the teacher's development-oriented and reflective thinking indicators and students' motivation levels and involvement in the lesson. Qualitative analyses also showed that teachers with reflective thinking organize the learning environment in a more supportive and student-oriented way. The teacher's approach to teaching directly affects not only student outcomes, but also their self-awareness, learning engagement, and social relationships. The results show that teacher thinking is a dynamic and changeable psychopedagogical structure. Its development is of strategic importance in terms of improving the quality of education.

Keywords: teacher thinking, reflective pedagogy, student motivation, learning environment, teaching philosophy