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Becoming Reflective Practitioners: Mathematics Student Teachers' Experiences

Artigo2021

Elizabeth Ndeukumwa Ngololo; Leena Ngonyofi Kanandjebo

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Resumo

The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.

Dados da obra

Tipo
Artigo
Periódico
Journal of Research and Advances in Mathematics Education
Ano
2021
Idioma
en
Palavras-chave
Reflective Teaching; Mathematics Teachers; Student Teachers; Teaching Experience; Foreign Countries; Teacher Effectiveness; Undergraduate Students; Student Attitudes
Temas
Formação de Professores de Matemática
ISSN
2503-3697
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
NGOLOLO, Elizabeth Ndeukumwa; KANANDJEBO, Leena Ngonyofi. Becoming Reflective Practitioners: Mathematics Student Teachers' Experiences. Journal of Research and Advances in Mathematics Education, 2021. Disponível em: https://eric.ed.gov/?id=EJ1300898. Acesso em: 5 nov. 2026.

APA

Ngololo, E. N., & Kanandjebo, L. N. (2021). Becoming Reflective Practitioners: Mathematics Student Teachers' Experiences. Journal of Research and Advances in Mathematics Education. https://eric.ed.gov/?id=EJ1300898

BibTeX
@article{ngololo2021,
  author = {Ngololo, Elizabeth Ndeukumwa and Kanandjebo, Leena Ngonyofi},
  title = {Becoming Reflective Practitioners: Mathematics Student Teachers' Experiences},
  year = {2021},
  journal = {Journal of Research and Advances in Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1300898},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ngololo, Elizabeth Ndeukumwa
AU  - Kanandjebo, Leena Ngonyofi
TI  - Becoming Reflective Practitioners: Mathematics Student Teachers' Experiences
PY  - 2021
JO  - Journal of Research and Advances in Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1300898
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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