How Do Pre-Service Teachers' Reflective Processes Differ in Relation to Different Contexts?

Autor/inn/en	Kaasila, Raimo; Lauriala, Anneli
Titel	How Do Pre-Service Teachers' Reflective Processes Differ in Relation to Different Contexts?
Quelle	In: European Journal of Teacher Education, 35 (2012) 1, S.77-89 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2011.633992
Schlagwörter	Preservice Teacher Education; Portfolios (Background Materials); Reflective Teaching; Mathematics Instruction; Mathematics Education; Universities; Foreign Countries; Data Analysis; Educational Research; Finland + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; University; Universität; Ausland; Auswertung; Bildungsforschung; Pädagogische Forschung; Finnland
Abstract	Reflective practice represents a central theme in teacher education. The focus of this study is to look at pre-service teachers' reflection processes and their breadth and depth in four different contexts. Our research data consist of 53 pre-service teachers' mathematics portfolios, from which three were selected for closer scrutiny. The chosen portfolios represent different reflection profiles. According to our findings, the breadth and the depth of the pre-service teachers' reflection processes varied greatly, and their former experiences as learners of mathematics seemed to have a great impact on their reflection when teaching mathematics for the first time. However, through acquaintance with research articles, the pre-service teachers' reflection deepened and, at the same time, seemed to broaden. The participants' consideration of biographical contexts aided their understanding and their reflection of other contexts. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10