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…

To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine…

Course curriculum design using a research-teaching connection and reflective teaching is presented. The research-teaching connection is expanded to a three stage research-teaching-research cycle and reflection is expanded to include both faculty and students. Traditional disciplinary educational research was used to inform the design of the…

This study investigates the claim that effective teacher behaviour is rooted in teacher beliefs about the nature of knowledge, learning and ability. A longitudinal design was used to obtain data on student teachers' epistemic beliefs, instructional preference and teaching competence. Results from statistical analyses show that there were…

Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to…

This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and…

The aim of this self-study research was to deepen my understanding of pedagogy for teacher education and the factors that enhanced and hindered my confidence and competence as a teacher educator. I recorded my impressions and descriptions of events, discussions, and interpretations as a result of studying my practice in an electronic journal.…

Learning to conduct interactive classroom discussions is a high priority for becoming an effective teacher, and most teachers view conducting productive classroom discussions as a complex undertaking. Because the dynamics of facilitating classroom discussions are multifaceted and hard to analyze in real time, there is a growing interest in how…

To ensure their teaching quality, it is important for student teachers to undertake self reflection on their teaching performance after supervised teaching sessions. With the goal of sharpening the teaching competence of student teachers, a dual function system that uses web based and video based technologies is being developed to facilitate self…

For experienced teachers and teacher educators, reflective thinking has become "second nature," an automatic response or a disposition (Katz, 1993). Teacher educators are searching for ways to facilitate the development of reflective thinking with teacher candidates. This article discusses scaffolding, which helps teacher candidates think…

Reports a study that examined the degree to which secondary student teachers' knowledge about their teaching was accelerated by their training in the use of the Low Inference Self-Assessment Measure (in which they analyzed an audiotape of their instruction). The subjects all considered the process beneficial to their teaching. (SM)

This study used concept maps to investigate changes in beliefs regarding teacher effectiveness as students progressed through student teaching. Participants created maps at the beginning and end of their practicum, which enabled them to examine their beliefs and were helpful to their supervisor. Postmap, but not premap, characteristics moderately…

Mentoring is proposed as an effective strategy for helping novice teachers develop professional knowledge. However, a recent analysis of mentor-novice conversations in the United States about teaching reveals that they may not be important to the development of teachers' reform-minded practice. While this might be the case involving student…

In this study, the implementation effects of a program for teaching coaching skills to Dutch primary school teachers acting as supervising or cooperating teachers for teachers-in-training are described. Coaching is a form of in-class support intended to provide teachers-in-training with feedback on their functioning and, thereby, stimulate…

This paper examines how people reflect, individually and collaboratively, in different cultural contexts, discussing the consequences for teacher education. The paper suggests that the ways in which people reflect individually are shared across cultures, but the ways in which people reflect together are structured differently by their varied…