The reflective thinking of pre-service secondary mathematics teachers

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Conference Proceeding
Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education, 2009, pp. 273 - 280
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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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