A Preservice mathematics teacher's reflective practices on self-improvement regarding teaching and learning process in practice teaching /

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2016
Toker, Zerrin
This study investigated a female preservice mathematics teacher’s reflective practices on self-improvement regarding teaching and learning process in practice teaching (PT). The participant of this study was a pre-service teacher registered to a two-year Teacher Certification Program (TCP) in Turkey in the Fall semester of 2014-2015 academic year. The preservice mathematics teacher was interviewed in several occasions and her lessons through the PT course studies were observed. In addition to these, reflective journal entries and portfolio of the participant and several documents related to the PT process were used in data analysis. At the beginning of the practice, the participant underlined some issues related to Teacher Certificate Program (TCP) and its requirements and teaching process. During PT process the participant had reflections on planning, decisions and reasons behind them, teaching in general, students’ learning and in-class dynamics. At the end of the PT, the participant reflected on several issues such as planning, teaching process, assessment, classroom management, students and their learning, teaching profession, personal characteristics and the requirements of TCP. Orientation of reflections of the participant after teaching practice were identifying strength in being a teacher, identifying the areas of needs for improvement, identifying improvement for the next practices and identifying as a learner. By using several tools and analyzing the results obtained in the research process, the study provided profound information about the reflection phenomenon and the process of reflective practice of preservice mathematics teacher.