The growth of reflective practice among three beginning secondary mathematics teachers

Asia-Pacific Journal of Teacher Education

Volumn 38, Issue 2, 2010, Pages 147-159

  Cavanagh, Michael ^a   Prescott, Anne ^b  

^a MACQUARIE UNIVERSITY   (Australia)

^b UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

Author keywords

Practicum; Reflective practice; Secondary mathematics

Indexed keywords

EID: 77951536714     PISSN: 1359866X     EISSN: 14692945     Source Type: Journal    
DOI: 10.1080/13598661003678968     Document Type: Article

References (37)

1. Alger, C. (2006). 'What went well, what didn't go so well': Growth of reflection in pre-service teachers. Reflective Practice, 7, 287-301.
2. Artzt, A. (1999). A structure to enable preservice teachers of mathematics to reflect on their teaching. Journal of Mathematics Teacher Education, 2, 143-166.
3. Bean, T., & Stevens, L. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3, 205-218.
4. Board of Studies NSW. (2002). Mathematics 7-10 syllabus. Sydney: Board of Studies NSW.
5. Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11, 501-518.
6. Cavanagh, M., & Prescott, A. (2007). Professional experience in learning to teach secondary mathematics: Incorporating pre-service teachers into a community of practice. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice: Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1 (pp. 182-191). Adelaide, SA: MERGA Inc.
7. Collier, S. (1999). Characteristics of reflective thought during the student teaching experience. Journal of Teacher Education, 50, 173-181.
8. Da Ponte, J., & Brunheira, L. (2001). Analysing practice in preservice mathematics teacher educa- tion. Mathematics Teacher Education and Development, 3, 16-27.
9. Dewey, J. (1933). How we think. Buffalo, NY: Free Press.
10. Dinkelman, T. (2000). An inquiry into the development of critical reflection in secondary student teachers. Teaching and Teacher Education, 16, 195-222.
11. Ebby, C. (2000). Learning to teach mathematics differently: The interaction between coursework and fieldwork for preservice teachers. Journal of Mathematics Teacher Education, 3, 69-97.
12. Edwards-Groves, C., & Gray, D. (2008). Developing praxis and reflective practice in pre-service teacher education. In S. Kemmis & T. Smith (Eds.), Enabling praxis: Challenges for education (pp. 85-107). Rotterdam: Sense Publications.
13. Glasser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory. New York: Aldine.
14. Goos, M. (1999). Scaffolds for learning: A sociocultural approach to reforming mathematics teach- ing and teacher education. Mathematics Teacher Education and Development, 1, 4-21.
15. Grootenboer, P. (2005/2006). The impact of the school-based practicum on pre-service teachers' affective development in mathematics. Mathematics Teacher Education and Development, 7, 18-32.
16. Hodkinson, H., & Hodkinson, P. (1999). Teaching to learn, learning to teach? School-based non teaching activity in an initial teacher education and training partnership scheme. Teaching and Teacher Education, 15, 273-285.
17. House of Representatives Standing Committee on Education and Vocational Training. (2007). Top of the class: Report on the inquiry into teacher education. Canberra: Commonwealth of Australia.
18. Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9, 187-211.
19. Jaworski, B., & Gellert, U. (2003). Educating new mathematics teachers: Integrating theory and practice, and the roles of practising teachers. In A. Bishop, M. Clements, C. Keitel, J. Kilpatrick & F. Leung (Eds.), Second international handbook of mathematics education. Dordrecht: Kluwer.
20. Kaminski, E. (2003). Promoting pre-service teacher education students' reflective practice in mathematics. Asia-Pacific Journal of Teacher Education, 31, 21-32.
21. Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education: Reconstructing the past to embrace the future. Teaching and Teacher Education, 24, 1799-1812.
22. Lee, H. (2005). Understanding and assessing preservice teachers' reflective thinking. Teaching and Teacher Education, 21, 699-715.
23. Lee, S., & Loughran, J. (2000). Facilitating pre-service teachers' reflection through a school-based teaching programme. Reflective Practice, 1, 69-89.
24. Miles M.B., & Huberman, M. (1994). An expanded sourcebook: Qualitative data analysis. Thousand Oaks, CA: Sage.
25. Moore, R. (2003). Re-examining the field experiences of preservice teachers. Journal of Teacher Education, 54, 31-43.
26. Muir, T., & Beswick, K. (2007). Stimulating reflection on practice: Using the supportive classroom reflection process. Mathematics Teacher Education and Development, 8, 74-93.
27. Nyaumwe, L. (2004). The impact of full-time student teaching on preservice teachers' conceptions of mathematics teaching and learning. Mathematics Teacher Education and Development, 6, 23-36.
28. Power, A., Clarke, M., & Hine, A. (2002). Internship learning connects the dots: The theory and practice of reflection. Retrieved October 7, 2008, from http://www.aare.edu.au/02pap/cla02481.htm
29. Prescott, A., & Cavanagh, M. (2008). A sociocultural perspective on the first year of teaching sec- ondary mathematics. In O. Figueras, J. Cortina, S. Alatorre, T. Rojano & A. Sepúlveda (Eds.), Proceedings of the 32nd Annual Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 129-136). Morelia, México: Program Committee.
30. Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
31. Roberts, J., & Graham, S. (2008). Agency and conformity in school-based teacher training. Teaching and Teacher Education, 24, 1401-1412.
32. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104, 842-866.
33. Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
34. Shoffner, M. (2008). Informal reflection in pre-service teacher education. Reflective Practice, 9, 123-134.
35. Stigler, J., & Hiebert, J. (1999). The teaching gap. New York: Free Press.
36. Yost, D., Senter, S., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51, 39-49.
37. Zeichner, K. (1992). Rethinking the practicum in the professional development partnership. Journal of Teacher Education, 43, 296-306.