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

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.

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Correspondence to Amy Roth McDuffie.

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McDuffie, A.R. Mathematics Teaching as a Deliberate Practice: An Investigation of Elementary Pre-service Teachers' Reflective Thinking During Student Teaching. Journal of Mathematics Teacher Education 7, 33–61 (2004). https://doi.org/10.1023/B:JMTE.0000009970.12529.f4

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  • DOI: https://doi.org/10.1023/B:JMTE.0000009970.12529.f4

  • mathematics education
  • pedagogical content knowledge
  • reflective practice
  • student teaching
  • teacher education