CE  Vol.6 No.12 , July 2015
Reflections on Learning How to Teach Mathematics: The Initial Training of Kindergarten Teachers
Author(s) Ching-Shu Chen
ABSTRACT
Teacher training programs have recently embraced the concept of reflection in the preparation of capable professionals for educational practice. This study included reflection as part of the design of a teaching-learning program developed to train pre-service kindergarten teachers to teach mathematics. The participants in this study were 40 pre-service teachers who enrolled in a two-year program of kindergarten teacher education in Taiwan. This study was designed to assess whether including reflection as a component of the teaching-learning program enabled teachers to better promote their mathematics learning and teaching competence. The results of this study show that engaging in reflection and preparing a learning portfolio can help pre-service teachers gain mathematical knowledge and learn more about their own teaching methods. The results also suggest that mathematical knowledge and pedagogical content knowledge can increase over time. Finally, this study discusses how to apply reflection in teacher-education programs in order to promote the successful professional development of pre-service teachers.

Cite this paper
Chen, C. (2015) Reflections on Learning How to Teach Mathematics: The Initial Training of Kindergarten Teachers. Creative Education, 6, 1328-1335. doi: 10.4236/ce.2015.612133.
References
[1]   Arnau, L., Kahrs, J., & Kruskamp, B. (2004). Peer Coaching: Veteran High School Teachers Take the Lead on Learning. NASSP Bulletin, 88, 26-41.
http://dx.doi.org/10.1177/019263650408863904

[2]   Artzt, A. F. (1999). A Structure to Enable Preservice Teachers of Mathematics to Reflect on Their Teaching. Journal of Mathematics Teacher Education, 2, 143-166.
http://dx.doi.org/10.1023/A:1009999004407

[3]   Bean, T. W., & Stevens, L.P. (2002). Scaffolding Reflection for Preservice and Inservice Teachers. Reflective Practice, 3, 205-218.
http://dx.doi.org/10.1080/14623940220142343

[4]   Cáceres, M. J. Chamoso, J. M., & Azcárate, P. (2010). Analysis of the Revisions That Pre-Service Teachers of Mathematics Make of Their Own Project Included in Their Learning Portfolio. Teaching and Teacher Education, 26, 1186-1195.
http://dx.doi.org/10.1016/j.tate.2010.01.003

[5]   Chamoso, J. M., & Cáceres, M. J. (2009). Analysis of the Reflections of Student Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms. Teaching and Teacher Education, 25, 198-206.
http://dx.doi.org/10.1016/j.tate.2008.09.007

[6]   Chamoso, J. M., Cáceres, M. J., & Azcárate, P. (2012). Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on Which Pre-Service Mathematics Teachers Reflect. Teaching and Teacher Education, 28, 154-164.
http://dx.doi.org/10.1016/j.tate.2011.08.003

[7]   Çimer, A., Sabiha Odabaşi Çimer, S. O., & Vekli, G. S. (2013). How Does Reflection Help Teachers to Become Effective Teachers? International Journal of Educational Research, 1, 133-149.

[8]   Clements, D. (2004). Geometric and Spatial Thinking in Early Childhood Education. In D. H. Clements, J. Sarama, & A. M. DiBiase (Eds.), Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education (pp. 267-297). Mahwah, NJ: Lawrence Erlbaum Associates.

[9]   Copley, J. V. (2004). The Early Childhood Collaborative: A Professional Development Model to Communicate and Implement the Standards. In D. H. Clements, & J. Sarama (Eds.), Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education (pp. 401-414). Mahwah, NJ: Lawrence Erlbaum Associates.

[10]   Fennem, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Males and Females. Journal for Research in Mathematics Education, 7, 324-326.
http://dx.doi.org/10.2307/748467

[11]   Harrington, H., Quinn-Leering, K., & Hodson, L. (1996). Written Case Analyses and Critical Reflection. Teaching and Teacher Education, 12, 25-37.
http://dx.doi.org/10.1016/0742-051X(96)89078-0

[12]   Hasbrouck, J. E. (1997). Mediated Peer Coaching for Training Preservice Teachers. The Journal of Special Education, 31, 251-271.
http://dx.doi.org/10.1177/002246699703100206

[13]   Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers’ Topic-Specific Knowledge of Students. Journal for Research in Mathematics Education, 39, 372-400.

[14]   Isenberg, J. P. (2000). The State of the Art in Early Childhood Professional Preparation. In D. Horm-Wingerd, & M. Hyson (Eds.), New Teachers for a New Century: The Future of Early Childhood Professional Preparation (pp. 17-58). Washington DC: US Department of Education.

[15]   Jenkins, J. M., Hamrick, C., & Todorovich, J. (2002). Peer Coaching: Implementation and Data Collection Tools. Journal of Physical Education, Recreation & Dance, 73, 47-53.
http://dx.doi.org/10.1080/07303084.2002.10607791

[16]   Lu, H. L. (2010). Research on Peer Coaching in Preservice Teacher Education—A Review of Literature. Teaching and Teacher Education, 26, 748-753.
http://dx.doi.org/10.1016/j.tate.2009.10.015

[17]   Nathan, M., & Petrosino, A. (2003). Expert Blind Spot among Pre-Service Teachers. American Educational Research Journal, 40, 905-928.
http://dx.doi.org/10.3102/00028312040004905

[18]   Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary Teachers’ Mathematics Subject Knowledge: The Knowledge Quartet and the Case of Naomi. Journal of Mathematics Teacher Education, 8, 255-281.
http://dx.doi.org/10.1007/s10857-005-0853-5

[19]   Sarama, J., Di Biase, A. M., Clements, D. H., & Spitler, M. E. (2004). The Professional Development Challenge in Preschool Mathematics. In D. H. Clements, J. Sarama, & A. M. Di Biase (Eds.), Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education (pp. 415-446). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

[20]   Schön, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Profession. San Francisco, CA: Jossey-Bass.

[21]   Van Manen, M. (1991). Reflectivity and the Pedagogical Moment: The Normativity of Pedagogical Thinking and Acting. Journal of Curriculum Studies, 23, 507-536.
http://dx.doi.org/10.1080/0022027910230602

 
 
Top