Interruptions
Reflecting-in-Action in Preservice Math Methods Courses
Bibliographic Data
| ID | 12794666 |
|---|---|
| Authors | Cara Furman (0000-0003-3482-0675, corresponding author), Cara E Furman (University of Maine, Farmington, Maine, USA), Shannon Larsen, Shannon M Larsen (University of Maine, Farmington, Maine, USA) |
| Year | 2018 |
| Volume | 15 |
| Issue | 2 |
| Pages | 101-115 |
| Publication date | 2018-12-28 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2018.1551588 |
| OpenAlex | W2907198138 |
| Language | EN |
| Citations received | 3 |
| References cited | 9 |
This article responds to what seems a nearly ubiquitous call for teachers to be reflective practitioners. Despite near consensus that self-reflection benefits the classroom teacher, teachers struggle to apply this work to daily life in the classroom. Specifically, using Donald Schön’s terminology, we find that successful teachers must reflect-in-action. We build on research that self-reflection must be built into preservice education and applied directly to courses that involve methods. Drawing on a qualitative study of two math methods courses for preservice teachers, we argue that a method of teacher development we have named “interruptions” helps to promote reflection-in-action
Action (physics · Action research · Mathematics education · Pedagogy · Qualitative research · Reflection (computer programming · Sociology · Teacher education · Terminology · Computer Science · Mathematics Education and Teaching Techniques · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2023 (4) |
| Highly cited | No |