Reflection on the teaching-learning process in the initial training of teachers. Characterization of the issues on which pre-service mathematics teachers reflect

• Published in: Teaching and teacher education 2012-02, Vol.28 (2), p.154-164
• Main Authors: Chamoso, J.M., Cáceres, M.J., Azcárate, P.
• Format: Article
• Language: English
• Subjects: Category Systems; Classrooms; Content Analysis; Mathematics; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Portfolios; Portfolios (Background Materials); Pre-service teacher; Preservice Teacher Education; Preservice Teachers; Preservice training; Reflection; Self Concept; Student Attitudes; Teacher Attitudes; Teacher education; Teacher Educators; Teachers; Teaching Methods
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2011.08.003

Our aim 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 showed difficulty in considering themselves as ‘authentic’ mathematics teachers. 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. ► The issues of the reflections of pre-service mathematics teachers were analyzed. ► The pre-service teachers referred more to Teaching than to Learning. ► The highest levels of reflection were reached in aspects related to Learning. ► 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.