A Structure to Enable Preservice Teachers of Mathematics to Reflect on Their Teaching
- Alice F. Artzt
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This article presents a conceptual framework for studying the relationship between cognition and instructional practices of preservice secondary mathematics teachers. It describes how the framework was used as a basis for activities in which preservice teachers engaged in structured reflection on their teaching as a means towards their professional growth. The approach required student teachers to engage in both prelesson and postlesson reflective activities. These activities are described, and details of two cases are given. This article demonstrates how this approach can facilitate the progression of preservice teachers' pedagogical techniques and conceptions.
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- A Structure to Enable Preservice Teachers of Mathematics to Reflect on Their Teaching
Journal of Mathematics Teacher Education
Volume 2, Issue 2 , pp 143-166
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- Kluwer Academic Publishers
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- Alice F. Artzt (1)
- Author Affiliations
- 1. Department of Secondary Education and Youth Services, Queens College of the City University of New York, Flushing, NY, 11367-1597 Email