The reflective thinking of pre-service secondary mathematics teachers

Cavanagh, M; Prescott, AE

The reflective thinking of pre-service secondary mathematics teachers

Cavanagh, M Prescott, AE

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Publisher:: PME
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education, 2009, pp. 273 - 280
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Cavanagh, M	en_US
dc.contributor.author	Prescott, AE https://orcid.org/0000-0001-7976-3438	en_US
dc.contributor.editor	Tzekaki, M	en_US
dc.contributor.editor	Kaldrimidou, M	en_US
dc.contributor.editor	Sakonidis, H	en_US
dc.date	2009-07-19	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education, 2009, pp. 273 - 280	en_US
dc.identifier.issn	0771-100X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11355
dc.description.abstract	This paper reports on the reflective thinking of three pre-service teachers durihg a one-year teacher education program. We interviewed the participants three times during their practicum and once more in their first year of teaching to investigate the nature and depth of their self-reflections. We developed a three-stage, hierarchical model ofrej/ective practice to Interpret the interview responses. Results show slight »improvement in the participants' practicum reflections and a greater capacity for reflection In their first year ofteaching, but even then their responses were generally :gescriptive in nature. We suggest some reasons for this situation.	en_US
dc.publisher	PME	en_US
dc.relation.ispartof	Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education	en_US
dc.relation.ispartof	Conference of the International Group for the Psychology of Mathematics Education	en_US
dc.title	The reflective thinking of pre-service secondary mathematics teachers	en_US
dc.type	Conference Proceeding
utslib.location	Greece	en_US
utslib.location.activity	Thessaloniki, Greece	en_US
utslib.for	130208 Mathematics and Numeracy Curriculum and Pedagogy	en_US
dc.location.activity	Thessaloniki, Greece	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Greece	en_US
pubs.start-date	2009-07-19	en_US

Abstract:

This paper reports on the reflective thinking of three pre-service teachers durihg a one-year teacher education program. We interviewed the participants three times during their practicum and once more in their first year of teaching to investigate the nature and depth of their self-reflections. We developed a three-stage, hierarchical model ofrej/ective practice to Interpret the interview responses. Results show slight »improvement in the participants' practicum reflections and a greater capacity for reflection In their first year ofteaching, but even then their responses were generally :gescriptive in nature. We suggest some reasons for this situation.

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http://hdl.handle.net/10453/11355