Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers

Document Type

Article

Publication Date

8-1-2011

Abstract

Although potentially powerful for educators, the construct of teacher reflection has become diluted, rendering teacher engagement with meaningful reflection problematic. This article presents a theoretical framework that divides teacher reflection into two broad categories. The first and most common incident reflection occurs as specific incidents or episodes unconnected to future activity. The second process reflection-based on the work of John Dewey and Donald Schön-connects reflective incidents into a cyclic progression that refines ideas through experimental action. I examined the reflective activity of a group of prospective secondary mathematics teachers as they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more powerful and purposeful progressions of ideas. I conclude with implications for mathematics teacher development. © 2010 Springer Science+Business Media B.V.

Publication Source (Journal or Book title)

Journal of Mathematics Teacher Education

First Page

251

Last Page

267

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