Record Details

Exploring the development of South African pre-service teachers’ reflective practice


Field Value
Title Exploring the development of South African pre-service teachers’ reflective practice
Creator Chikiwa, Samukeliso Graven, Mellony
Subject Education Mathematics education; reflective practice; pre-service teachers; six-lens framework; pre-service teacher education; reflections; primary school mathematics; foundation phase.
Description Ongoing concern about poor learner performance in mathematics has led to wide-ranging research on the subject, globally and in South Africa. Among the remedies identified is the reformation of pre-service teacher (PST) education programmes in a way that supports the acquisition of professional skills for pre-service teachers. Developing PSTs’ reflective practice (RP) is a significant component of the desired reformation. Our research explored PSTs’ RP development in the context of video-based mathematics lesson analysis. The aim was to contribute knowledge towards strengthening mathematics PST education and to report on whether increased benefits accrued from working with PSTs in small groups, guided by an experienced facilitator, as compared to whole-class lecturing. We draw on this extended analytic framework to compare two sets of reflections written by four selected PSTs based on viewing video recordings of their own teaching. One set was written in August 2018 after the PSTs completed three lecture sessions on RP in a Mathematics Methods course. The other was written in September 2019 after the four selected PSTs participated in three small-group, facilitator-guided sessions. The findings indicate some shifts towards higher-level reflections in the latter set, although only two of the four PSTs reflected at the highest level (reflectivity) following the small-group sessions. Implications for pre-service mathematics teacher education and refinement of frameworks for delineating levels of reflection are discussed.Contribution: The research contributes to mathematics teaching through refining and extending existing models of reflective-based practice to better analyse the shifting nature of mathematics teachers’ reflections with a view to supporting improved teaching and learning.
Publisher AOSIS Publishing
Contributor National Research Foundation
Date 2023-06-28
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — interpretive case study
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/pythagoras.v44i1.678
Source Pythagoras; Vol 44, No 1 (2023); 15 pages 2223-7895 1012-2346
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
Coverage South Africa Foundation phase teacher education reformation Multi-racial male and female university students aged between 23-30 years
Rights Copyright (c) 2023 Samukeliso Chikiwa, Mellony Graven