The Impact of Reflective Practices among Mathematics Teachers who enrolled in the Higher Diploma Program for Pre-Service Teacher Education at Yarmouk University in Developing their Professional Performance

Abstract

The study aimed to demonstrate the impact of reflective practices on the development of professional performance. the study relied on the descriptive analytical approach. The research community was represented by all mathematics teachers enrolled in the higher diploma program for teacher preparation before service at Yarmouk University. a random sample was selected represented by (110) teachers, a scale of reflective practices was prepared, and the results of the study showed that the level of impact of reflective practices on the development of professional performance came to an average degree, and the areas of reflective practices came in descending order as follows): (The field of classroom management, the field of planning, the field of teaching implementation, and then the field of evaluation), and it turned out that there were no statistically significant differences at the level of significance (0.05) between the responses of study personnel depending on the gender variable. The study recommends spreading awareness and the culture of contemplative practice and its tools by holding training workshops for students and teachers. The need to increase teachers’ interest in employing reflective teaching to develop their abilities in reflective practice. The study also recommends that teachers, both male and female, should pay attention to using assessment for students in order to improve their academic performance.