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

Teaching and Teacher Education

Volumn 28, Issue 2, 2012, Pages 154-164

  Chamoso, J M ^a   Caceres M J ^a   Azcarate P ^b  

^a UNIVERSITY OF SALAMANCA   (Spain)

^b UNIVERSITY OF CÁDIZ   (Spain)

Author keywords

Mathematics education; Pre service teacher; Reflection; Teacher education

Indexed keywords

EID: 83555164905     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2011.08.003     Document Type: Article

References (30)

1. Bullough R.V. Pedagogical content knowledge circa 1907 and 1987: a study in the history of an idea. Teaching and Teacher Education 2001, 17:655-666.
2. Chamoso J.M., Cáceres M.J. Analysis of the reflections of student-teachers of Mathematics when working with learning portfolios in Spanish university classrooms. Teaching and Teacher Education 2009, 25:198-206.
3. Cáceres M.J., Chamoso J.M., Azcárate P. Analysis of the revisions that pre-service teachers of Mathematics make of their own project included in their learning portfolio. Teaching and Teacher Education 2010, 26:1186-1195.
4. Davis E.A. Characterizing productive reflection among preservice elementary teachers: seeing what matters. Teaching and Teacher Education 2006, 22:281-301.
5. Dinham S., Scott C. Benefits to teachers of the professional learning portfolio: a case study. Teacher Development 2003, 7:229-244.
6. El-Dib M. Levels of reflection in action research. An overview and an assessment tool. Teaching and Teacher Education 2007, 23:24-35.
7. Fendler L. Teacher reflection in a hall of mirrors: historical influences and political reverberations. Educational Researcher 2003, 32:16-25.
8. Fuller F.F. Concerns of teachers: a developmental conceptualization. American Educational Research Journal 1969, 6:207-226.
9. Goodell J.E. Using critical incident reflections: a self-study as a mathematics teacher education. Journal of Mathematics Teacher Education 2006, 9:221-248.
10. Hill H.C., Ball D.L., Schilling S.G. Unpacking pedagogical content knowledge: conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education 2008, 39:372-400.
11. Imhof M., Picard C. Views on using portfolio in teacher education. Teaching and Teacher Education 2009, 25:149-154.
12. Korthagen F.A.J. Techniques for stimulating reflection in teacher education seminars. Teaching and Teacher Education 1992, 8:265-274.
13. Mansvelder-Longayroux D.D., Beijaard D., Verloop N. The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education 2007, 23:47-62.
14. Miles M.B., Huberman A.M. Quality data analysis. An expanded sourcebook 1994, Sage Publications, Thousand Oaks (CA).
15. Muñoz Leiva F., Montoro Ríos F.J., Luque Martínez T. Assessment of interjudge reliability in the open-ended questions coding process. Quality and Quantity 2006, 40:519-537.
16. NCTM Principles and standards for school mathematics 2000, NCTM, Virginia, Reston.
17. Oosterheert I.E., Vermunt J.D. Individual differences in learning to teach: relating cognition, regulation and affect. Learning and Instruction 2001, 11:133-156.
18. Oppewal T.J. Preservice teachers' thinking about classroom events. Teaching and Teacher Education 1993, 9:127-136.
19. Schön D.A. Educating the reflective practitioner: Toward a new design for teaching and learning in the profession 1987, Jossey-Bass, San Francisco.
20. Shoffner M. The place of the personal: exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education 2009, 25:783-789.
21. Shulman L. Knowledge and teaching: foundations of the new reform. Harvard Educational Review 1987, 57:1-22.
22. Tillema H.H. Design and validity of a portfolio instrument for professional training. Studies in Educational Evaluation 1998, 24:263-278.
23. Vermunt J.D., Verloop N. Congruence and friction between learning and teaching. Learning and Instruction 1999, 9:257-280.
24. Wade R.C., Yarbrough D.B. Portfolios: a tool for reflective thinking in teacher education? Teaching and Teacher Education 1996, 12:63-79.
25. Valli L. Reflective teacher education: Cases and critiques 1992, State University of New York Press, Albany.
26. Wang J., Odell S.J. Mentored learning to teach according to standards-based reform: a critical review. Review of Educational Research 2002, 72(3):481-546.
27. Ward J.R., McCotter S.S. Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education 2004, 20:243-257.
28. Xu J. Promoting school-centered professional development through teaching portfolios: a case study. Journal of Teacher Education 2003, 54:347-361.
29. Zeichner K.M. Designing educative practicum experiences for prospective teachers. Current of reform in preservice teachers education 1996, 215-234. Teachers College Press, New York. K. Zeichner, S. Melnick, M.L. Gómez (Eds.).
30. Zeichner K.M., Wray S. The teaching portfolio in US teacher education programs: what we know and what we need to know. Teaching and Teacher Education 2001, 17:613-621.