Investigation of Pre-service Teachers’ Mathematics Teaching Efficacy Beliefs in Terms of their Reflective Thinking Tendencies

Uzun, Meltem Sari; Yüksel, Nazan Sezen; Dost, Şenol

doi:10.1016/j.sbspro.2013.12.180

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…Through reflection activity in services, teachers can make a response to the events, activities, or knowledge they had just learned. Learning through thinking reflective had done such as Uzun et al, (2013) [4], Ming & Manaf (2014) [5], Yadigroğlu, et al, (2014), Demirela et al, (2015) [6] and Smith & Joyce (2016). The Study discusses learn to frame and reframe complex, the process of analyzing, reconsidering, and questioning experiences within a broad context of issues.…”

Section: Introductionmentioning

confidence: 99%

Teaching Learning Chemistry Education: A Reflective Thinking for in Service Teacher

Adji¹,

Riyanti²

2021

Advances in Social Science, Education and Humanities Research

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Reflective practice in higher education has recently become a concern in distance learning. Through reflection activities in service, teachers are expected to make a respond to the matters, activities, or knowledge they have just learned. The purposes of this study were to 1) develop a learning prototype that can build reflective thinking, and 2) gain students' perceptions of the learning prototype that have been developed. The research is research and development which adopts the Four-D model's development model by S. Thiagarajan, et al. (1974), which consists of 4 stages, namely: the definition stage (define), the design stage (design), the development stage (develop) and the deployment stage (dissemination). The study was conducted on a chemistry education course (TAP), The data was obtained through 27 students. The indicators were the students' competencies to formulate learning problems, to analyze problems that occurred, and to provide an alternative learning improvement. The results were: all learners (100%) were able to formulate the learning problems: 87.5 % of students were able to analyze the problems; 65% of students were able to make alternative learning improvements. The students' perception expressed their satisfaction having served online tutorial activities through a reflective thinking approach. The impact of this research is students can analyze and solve the learning problems in their classes.

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Section: Introductionmentioning

confidence: 99%

Teaching Learning Chemistry Education: A Reflective Thinking for in Service Teacher

Adji¹,

Riyanti²

2021

Advances in Social Science, Education and Humanities Research

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Reflective mathematical thinking process and student errors: an analysis in learning style

Ratnaningsih

Hidayat

2020

J. Phys.: Conf. Ser.

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Mathematical reflective thinking is one of the important thinking skills trained to students, but it has less attention. Student learning style is one of the factors that influence the mathematical reflective thinking process. The purpose of this study is to explore errors and reflective mathematical thinking processes seen from learning styles according to Honey and Mumford. This research was conducted at one of the junior high schools in Indonesia. This study uses a survey method, students with activist, reflector, theorist, and pragmatist learning styles. Data were collected through learning style questionnaires, mathematical reflective tests, and observations. All research instruments will first be tested for eligibility by validation by 2 experts. Data analysis techniques include data reduction, data presentation, and conclusion. The results of the analysis can be concluded that the mathematical reflective thinking processes of students with activist, pragmatist, and theorist learning styles had gone through the stages of reacting, elaboration, and contemplating appropriately. While students with reflector learning styles are only at the stages of reacting, and elaboration, they have not reached contemplating. This study provides teachers with an understanding of the importance of errors and thought processes of students in reflective thinking problems.

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Shifting Preservice Teachers' Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection

Krejci

Joram

Gabriele

2022

Global Perspectives and Practices for Reform-Based Mathematics Teaching

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Efforts to promote reform-based mathematics instruction in schools are pervasive, yet many teachers continue to use more traditional, procedural methods. In this chapter, the authors suggest that to achieve sustained adoption of reform-based instruction in mathematics, it is essential for professional development programs to draw teachers' attention to sources of mathematics teaching efficacy afforded by reform-based teaching, such as enhanced student thinking. Educator preparation programs are ideal settings in which to begin this process, and the authors describe how scaffolded reflection activities within a mathematics methods course were used to focus preservice teachers' attention on sources of mathematics teaching efficacy that are congruent with reform-based mathematics instruction. The authors suggest that engendering such a shift in the sources for mathematics teaching efficacy may lead to more widespread and sustained use of reform-based teaching methods by preservice teachers in their future practice.

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Investigation of Pre-service Teachers’ Mathematics Teaching Efficacy Beliefs in Terms of their Reflective Thinking Tendencies

Cited by 3 publications

References 6 publications

Teaching Learning Chemistry Education: A Reflective Thinking for in Service Teacher

Teaching Learning Chemistry Education: A Reflective Thinking for in Service Teacher

Reflective mathematical thinking process and student errors: an analysis in learning style

Shifting Preservice Teachers' Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection

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