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

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.