Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374239 | Teaching and Teacher Education | 2012 | 11 Pages |
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.