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Investigating Pre-Service Mathematics Teachers’ Self-Assessment Process

Artigo2022

Ayşegül Sağlam Arslan ORCID; Ayşegül Aslan ORCID; Selahattin Arslan ORCID

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Resumo

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.

Dados da obra

Tipo
Artigo
Periódico
Bartın University Journal of Faculty of Education, v. 11, n. 1, p. 137-150
Ano
2022 (2022-02-20)
Idioma
en
Palavras-chave
pre-service mathematics teachers; self-assessment; reflective thinking; reflection-in-action; reflection-on-action; reflection-for-action; teaching practice; professional development
Temas
Avaliação, Formação de Professores de Matemática, Práticas Pedagógicas
DOI
10.14686/buefad.1000182
ISSN
1308-7177
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ARSLAN, Ayşegül Sağlam; ASLAN, Ayşegül; ARSLAN, Selahattin. Investigating Pre-Service Mathematics Teachers’ Self-Assessment Process. Bartın University Journal of Faculty of Education, v. 11, n. 1, p. 137-150, 2022. DOI: https://doi.org/10.14686/buefad.1000182.

APA

Arslan, A. S., Aslan, A., & Arslan, S. (2022). Investigating Pre-Service Mathematics Teachers’ Self-Assessment Process. Bartın University Journal of Faculty of Education, 11(1), 137-150. https://doi.org/10.14686/buefad.1000182

BibTeX
@article{arslan2022,
  author = {Arslan, Ayşegül Sağlam and Aslan, Ayşegül and Arslan, Selahattin},
  title = {Investigating Pre-Service Mathematics Teachers’ Self-Assessment Process},
  year = {2022},
  journal = {Bartın University Journal of Faculty of Education},
  volume = {11},
  number = {1},
  pages = {137-150},
  doi = {10.14686/buefad.1000182},
  language = {en}
}
RIS
TY  - JOUR
AU  - Arslan, Ayşegül Sağlam
AU  - Aslan, Ayşegül
AU  - Arslan, Selahattin
TI  - Investigating Pre-Service Mathematics Teachers’ Self-Assessment Process
PY  - 2022
JO  - Bartın University Journal of Faculty of Education
VL  - 11
IS  - 1
SP  - 137
EP  - 150
DO  - 10.14686/buefad.1000182
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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