Pre-service Teachers’ Reflections on Their Teaching

Abstract

The aim of this study was to afford pre-service mathematics teachers with the opportunity to work with a pair of students for a semester and reflect on their own practices and students’ performances. Seven pre-service teachers were matched with seven pairs of sixth graders, and they worked with them for 12 weeks. The data was collected through pre and post interviews with pre-service teachers, videos of their interactions with students, and their written reflections on these interactions. The analysis of videos and written reflections revealed that pre-service teachers benefitted from this setting such that they got better in com- municating with students, estimating students’ performances and providing appropriate scaffolding for students’ understanding. During the post interviews pre-service teachers also noted that working closely with students helped them to learn about students’ mathematical thinking and understanding as well as improve their teaching skills. Keywords