Literaturnachweis - Detailanzeige
Autor/inn/en | Chamoso, J. M.; Caceres, M. J.; Azcarate, P. |
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Titel | Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on Which Pre-Service Mathematics Teachers Reflect |
Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 2, S.154-164 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0742-051X |
DOI | 10.1016/j.tate.2011.08.003 |
Schlagwörter | Portfolios (Background Materials); Mathematics Education; Mathematics Teachers; Teacher Educators; Teaching Methods; Reflection; Preservice Teachers; Preservice Teacher Education; Mathematics Instruction; Self Concept; Teacher Attitudes; Student Attitudes; Content Analysis Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Mathematics lessons; Mathematikunterricht; Selbstkonzept; Lehrerverhalten; Schülerverhalten; Inhaltsanalyse |
Abstract | 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. (Contains 11 tables and 9 figures.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |