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Engaging Pre-service Mathematics Teachers in Guided Reflection in an Online Community of Practice
PROCEEDING

, The Chinese University of Hong Kong, China

EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study sought to engage 20 pre-service mathematics teachers (PMTs) in guided reflection in an online community of practice as they participated in teaching practice. They were invited to respond to four key questions designed for writing reflective thoughts for a videotaped post-lesson conference. Content analysis was used to categorize the free responses from the guided reflection questions. The results showed that the PMTs were highly engaged in guided reflection. They focused their thoughts primarily on improving future teaching practice. They reflected in great detail and depth—even to the analytical level in some cases. Given the positive outcomes obtained in this study, future research should explore the design of effective interventions involving reflection to develop self-regulation among PMTs.

Citation

Lau, W.W.F. (2019). Engaging Pre-service Mathematics Teachers in Guided Reflection in an Online Community of Practice. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 633-638). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved August 23, 2019 from .