Search results for: Chamoso J.M.
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Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on which Pre-service Mathematics Teachers Reflect
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. The pre-service teachers referred more to Teaching than to Learning. The pre-service teachers found that the knowledge learned is difficult to apply.
Updated: Aug. 29, 2012
Analysis of the Revisions that Pre-service Teachers of Mathematics Make of Their Own Project Included in Their Learning Portfolio
This study provides a method to assess the modifications made by each pre-service teacher in his/her project included in his/her learning portfolio. The project consisted of designing a lesson plan for teaching mathematical knowledge taking into account Content, Activities, Methodology and Reflection. The outcomes showed significant differences in the revisions carried out in all categories except Activities.
Updated: Sep. 05, 2010
Analysis of the Reflections of Student-Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms
Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analyzed.The results showed the difference between the assessment of student-teachers in reflection and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process.
Updated: Jan. 19, 2009