Analysis of the reflections of student-teachers of mathematics when working with learning portfolios in Spanish university classrooms

Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analysed. The objective was to assess each student's learning in reflection about his/her vision of the learning process developed in the university training classrooms, in knowledge of mathematical and methodological contents (knowledge) and in creativity. Rubrics were built for each case, with common criteria, to study the relationship between the outcomes obtained and to compare them with those of a final written exam. The results showed the difference between the assessment of student-teachers in reflection and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process.