An Approach to the Notion of Reflective Teacher and Its Exemplification on Mathematics Education

Abstract

Within research into the teaching profession, there are two main areas of interest, which have been thoroughly defined and consolidated: teacher's knowledge and teacher's professional development. This paper considers the latter area, and specifically sets out to define the concept of the reflective teacher and to show how we have applied this concept in our research. It aims at defining a more precise notion of teachers' professional development linked to the concept of a reflective teacher, drawing on information from different interdisciplinary sources so as to frame the concept clearly. We discuss the conditions which determine the reflective teacher, and report on how these were put to use in a training course for practising teachers in which participants reflected on challenging episodes from their professional experience. We hope that clarifying this term will enable different educational agents (school teachers, teacher trainers or researchers) to have an informed view that can be interpreted and critiqued, and that it will also be of value to initial teacher training and to in-service courses.

Self-confidence attitude of novice primary teachers reflection on teaching mathematics

“…Hence, teacher training for classroom management that is continuously supervised is quite essential to adjust the existed supports. It is aligned with Ramos-rodríguez et al (2017) opinion saying that teacher training can reflect the challenging teaching processes.…”

“…It is in line with the opinion that reflection is a process (Russo, 2019). Hence, it becomes interesting to find out the results of teacher reflection on their confidence in teaching mathematics because, according to Ramos-rodríguez et al (2017), reflection is a process that can improve a teacher's teaching practice.…”

Prospective high school mathematics teachers’ assessment of the epistemic suitability of a proportionality textbook lesson

“…Various authors suggest that reflecting on teaching practice is a key competence for professional development and improvement of teaching (Avalos, 2011;Gellert et al, 2013;Jacobs et al, 2010;Mason, 2016;Ramos et al, 2016). According to Breda et al (2017), didactic suitability allows the teacher to reflect on their practice and serves as a guide to improve the teaching and learning process, while taking into account the context in which it develops.…”

Desenho Avaliativo Por Rubricas Em Disciplina Multicurso: Análise De Uma Implementação Piloto

“…Dos diferentes modelos e paradigmas que têm orientado as pesquisas no meio educacional, algumas tendências parecem ter se consolidado ao longo das décadas, para além dos modismos acadêmicos sempre emergentes. Uma dessas tendências é aquela que alimenta o campo investigativo a partir da própria reflexão docente, ou seja, como a reflexão pode levar a orquestrar questionamentos nascidos no seio do desenvolvimento profissional, à luz da própria experiência (Ramos-Rodríguez; Martínez; Ponte, 2017;Aubusson & Schuck, 2008;Russell, Fuentealba & Hirmas, 2016).…”