Becoming reflective practitioners: Mathematics student teachers' experiences

The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. T...

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Autores principales:	Elizabeth Ndeukumwa Ngololo, Leena Ngonyofi Kanandjebo
Formato:	article
Lenguaje:	EN ID
Publicado:	Muhammadiyah University Press 2021
Materias:	reflective practice, student teachers, mathematics, teacher training program Education (General) L7-991 Science Q Mathematics QA1-939
Acceso en línea:	https://doaj.org/article/b8d5bfa5adf648a0be3f0c49eeddf969
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spelling	oai:doaj.org-article:b8d5bfa5adf648a0be3f0c49eeddf9692021-11-21T14:42:41ZBecoming reflective practitioners: Mathematics student teachers' experiences2503-369710.23917/jramathedu.v6i2.12375https://doaj.org/article/b8d5bfa5adf648a0be3f0c49eeddf9692021-03-01T00:00:00Zhttps://journals.ums.ac.id/index.php/jramathedu/article/view/12375https://doaj.org/toc/2503-3697The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.Elizabeth Ndeukumwa NgololoLeena Ngonyofi KanandjeboMuhammadiyah University Pressarticlereflective practice, student teachers, mathematics, teacher training programEducation (General)L7-991ScienceQMathematicsQA1-939ENIDJournal of Research and Advances in Mathematics Education, Vol 6, Iss 2, Pp 128-141 (2021)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	reflective practice, student teachers, mathematics, teacher training program Education (General) L7-991 Science Q Mathematics QA1-939
spellingShingle	reflective practice, student teachers, mathematics, teacher training program Education (General) L7-991 Science Q Mathematics QA1-939 Elizabeth Ndeukumwa Ngololo Leena Ngonyofi Kanandjebo Becoming reflective practitioners: Mathematics student teachers' experiences
description	The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.
format	article
author	Elizabeth Ndeukumwa Ngololo Leena Ngonyofi Kanandjebo
author_facet	Elizabeth Ndeukumwa Ngololo Leena Ngonyofi Kanandjebo
author_sort	Elizabeth Ndeukumwa Ngololo
title	Becoming reflective practitioners: Mathematics student teachers' experiences
title_short	Becoming reflective practitioners: Mathematics student teachers' experiences
title_full	Becoming reflective practitioners: Mathematics student teachers' experiences
title_fullStr	Becoming reflective practitioners: Mathematics student teachers' experiences
title_full_unstemmed	Becoming reflective practitioners: Mathematics student teachers' experiences
title_sort	becoming reflective practitioners: mathematics student teachers' experiences
publisher	Muhammadiyah University Press
publishDate	2021
url	https://doaj.org/article/b8d5bfa5adf648a0be3f0c49eeddf969
work_keys_str_mv	AT elizabethndeukumwangololo becomingreflectivepractitionersmathematicsstudentteachersexperiences AT leenangonyofikanandjebo becomingreflectivepractitionersmathematicsstudentteachersexperiences
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Becoming reflective practitioners: Mathematics student teachers' experiences

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