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

被引：23

作者：

Chamoso, J. M. ^{[1
]}

Caceres, M. J. ^{[1
]}

Azcarate, P. ^{[2
]}

机构：

[1] Univ Salamanca, Dept Educ Math & Expt Sci, Fac Educ, E-37008 Salamanca, Spain

[2] Univ Cadiz, Dept Didact, Fac Educ, Cadiz 11519, Spain

来源：

TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 02期

关键词：

Mathematics education; Teacher education; Reflection; Pre-service teacher; PEDAGOGICAL CONTENT KNOWLEDGE; STIMULATING REFLECTION; STUDENT-TEACHERS; EDUCATION; PORTFOLIOS; TOOL; REFORM;

D O I：

10.1016/j.tate.2011.08.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：154 / 164

页数：11

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