Reflecting from the start -curriculum design to foster continuous reflective practice in mathematics pre-service teacher education
Résumé
On the one hand, we present the conception of a chain of reflections with a study-accompanying eportfolio system with increasing reflection occasions in university mathematics pre-service teacher education. On the other hand, we illustrate problems and chances of this approach based on empirical data from the previous implementations of this chain of reflections. Our reflections are designed to support pre-service teachers in habitualising reflective actions and in interlinking subject matter and subject matter didactical knowledge in mathematics.
Domaines
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