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Journal of Mathematics Teacher Education

, Volume 7, Issue 1, pp 33–61 | Cite as

Mathematics Teaching as a Deliberate Practice: An Investigation of Elementary Pre-service Teachers' Reflective Thinking During Student Teaching

  • Amy Roth McDuffieEmail author
Article

Abstract

In this case study I examine the reflectivepractices of two elementary pre-serviceteachers during their student teachinginternship. I extend current views ofreflective practice to create a framework for a`deliberate practitioner'. With this framework,I investigate the pre-service teachers'thinking with regard to reflective processesand how they use their pedagogical contentknowledge in their practices. My findingsindicate that the pre-service teachers usetheir pedagogical content knowledge inanticipating problematic events, and inreflecting on problematic events ininstruction. However, limits in pedagogicalcontent knowledge and lack of confidence impedethe pre-service teachers' reflection while inthe act of teaching. They were more likely toreflect on their practices outside of the actof teaching. Implications for teacher educatorsand pre-service teachers are discussed.

mathematics education pedagogical content knowledge reflective practice student teaching teacher education 

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Copyright information

© Kluwer Academic Publishers 2004

Authors and Affiliations

  1. 1.College of EducationWashington State University Tri-CitiesRichlandUSA, E-mail

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