Preservice Teacher s Reflective Practice Guide For Learning About Teaching

Ayan, Rukiye
Akyüz, Didem
Işıksal, Mine
Çakıroğlu, Erdinç
The purpose of this study is to investigate the reflections of a pre-service teacher who has practices consistent with traditional teaching style during the act of planning the lesson, the teaching of the lesson and at the end of the lesson. Data was collected during the spring semester of 2011-2012 academic year. Qualitative design was used to collect and analyze data. The framework used in this study was developed by Artzt and Armour-Thomas (1996) for reflection on teacher cognition and instructional practice. Results revealed that when pre-service teacher had traditional teaching practice, the discrepancies between teaching at the university and at the elementary school became more obvious and reflections became less useful. Creating environments that pre-service teachers can reflect on their instructional practices could help them in enhancing their awareness towards the complexities of classroom environments.
Eighth Congress of European Research in Mathematics Education , Manavgat, Turkey (2013)


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Citation Formats
R. Ayan, D. Akyüz, M. Işıksal, and E. Çakıroğlu, “Preservice Teacher s Reflective Practice Guide For Learning About Teaching,” presented at the Eighth Congress of European Research in Mathematics Education , Manavgat, Turkey (2013), Manavgat, Turkey, 2013, Accessed: 00, 2021. [Online]. Available: