Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on which Pre-service Mathematics Teachers Reflect

Published: 
Feb. 01, 2012

This article was published in Teaching and Teacher Education, Vol 28 number 2,
Author(s): J.M. Chamoso, M.J. Cáceres, and P. Azcárate, " Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on which Pre-service Mathematics Teachers Reflect", Pages 154–164, Copyright Elsevier (February 2012).

The purpose of this article was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom.

Category systems were designed which, together with the analysis system used, could provide a method helpful to teacher educators, teachers and to future research.

The pre-service teachers referred more to Teaching than to Learning.
Furthermore, the pre-service teachers focused on the aspects with which they were most accustomed. The pre-service teachers found that the knowledge learned is difficult to apply.

The study revealed that the preparation of a portfolio can help pre-service teachers learn more about themselves and provide educators insight into how to help pre-service mathematics teachers engage in the teaching-learning process.

Updated: Aug. 29, 2012
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