Matematik Öğretmen Adaylarının Öz Değerlendirme Süreçlerinin İncelenmesi

Abstract

Teaching practice requires a variety of thinking skills, the most important of which is reflective thinking, which is defined as a self-assessment ability that enables an individual to overcome the uncertainties he encounters by questioning his experiences through critical and conscious research. This study aims to examine pre-service mathematics teachers' self-assessment processes related to their classroom practices and professional development. For this purpose, a self-assessment form composed of open-ended questions was prepared, in order to allow pre-service teachers reflect on their teaching practices. The form was filled by eight pre-service teachers immediately after their in-class practice sessions through an eight–week training program. Items included in the self-assessment forms were analyzed under three categories, based on the classification proposed by Schön (1987): i) Reflection-on-action, ii) Reflection-in-action, iii) Reflection-for-action. The analysis revealed that the pre-service teachers often engaged in self-assessments in the reflection-on-action and reflection-in-action categories, but mostly steered clear of the reflection-for-action category.