The growth of reflective practice among three beginning secondary mathematics teachers

Michael Cavanagh*, Anne Prescott

*Corresponding author for this work

    Research output: Contribution to journalArticle

    20 Citations (Scopus)

    Abstract

    This paper reports a study of three beginning secondary mathematics teachers and how their reflective practice developed during a one-year university teacher education program and concurrent professional fieldwork experience or practicum. The participants were interviewed three times during the practicum and once more in their first year of teaching, to investigate the nature and depth of their self-reflections about the practicum and their relationship with their supervising teachers. A three-stage, hierarchical model of reflective practice (Lee, 2005) was used to interpret the interview responses. Results show some improvement in the participants' ability to reflect on their teaching during the practicum, while also highlighting the importance of the practicum school context in their professional formation and professional development. The beginning teachers developed a greater capacity for reflection in their first year of teaching, but even then their responses were generally descriptive in nature rather than demonstrating critical reflection. We suggest some reasons for this.

    Original languageEnglish
    Pages (from-to)147-159
    Number of pages13
    JournalAsia-Pacific Journal of Teacher Education
    Volume38
    Issue number2
    DOIs
    Publication statusPublished - May 2010

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