Skip to main content
SpringerLink
Log in

Evaluation of an Approach of Professional Role Reflection in Mathematics Education

  • Chapter
  • First Online:
Views and Beliefs in Mathematics Education

Abstract

By giving pre-service teachers feedback based on empirical findings, it is intended to stimulate dealing with the role and tasks of a mathematics teacher and one’s own professional identity. The following paper focuses on the approach and findings regarding the reflection of own beliefs, motivational orientations and self-regulation. The results show that especially in regard to beliefs towards mathematics, beliefs about teaching and learning of mathematics and self-regulation, potential critical trajectories can be found. Having a look at the impact of the feedback, the participants report a positive reinforcement concerning their desired career to become a mathematics teacher and an impact of promoting further development.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abels, S. (2011). LehrerInnen als “Reflective Practitioner”. Reflexionskompetenz für einen demokratieförderlichen Naturwissenschaftsunterricht. Hamburg: VS Verlag.

    Book  Google Scholar 

  • Aguirre, J. M., & Speer, N. M. (2000). Examining the relationship between beliefs and goals in teacher practice. Journal of Mathematical Behavior, 18(3), 327–356.

    Article  Google Scholar 

  • Baumert, J., Blum, W., Brunner, M., Dubberke, T., Jordan, A., Klusmann, U., et al. (2008). Professionswissen von Lehrkräften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz (COACTIV): Dokumentation der Erhebungsinstrumente. In Max Planck Institute for Human Development (Eds.), Materialien aus der Bildungsforschung, 83. https://www.mpib-berlin.mpg.de/de/dl/Materialien/index.php?nummer=83.

  • Bosse, M., & Törner, G. (2015). Teacher identity as a theoretical framework for researching out-of-field teaching mathematics teachers. In C. Bernack-Schüler, R. Erens, A. Eichler, & T. Leuders (Eds.), Views and beliefs in mathematics education. Results of the 19th MAVI conference (pp. 1–15). Wiesbaden: Springer Spektrum.

    Google Scholar 

  • Cramer, C. (2012). Entwicklung von Professionalität in der Lehrerbildung. In Empirische Befunde zu Eingangsbedingungen, Prozessmerkmalen und Ausbildungserfahrungen Lehramtsstudierender. Bad Heilbrunn: Klinkhardth.

    Google Scholar 

  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: the self-determination perspective. Educational Psychologist, 26(3 and 4), 325–346.

    Article  Google Scholar 

  • Decker, A.-T., Kunter, M., & Voss, T. (2015). The relationship between quality of discourse during teacher induction classes and beginning teachers’ beliefs. European Journal of Psychology of Education, 30, 41–61.

    Article  Google Scholar 

  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Heath.

    Google Scholar 

  • Frey, H.-P., & Haußer, K. (1987). Identität. Stuttgart: Ferdinand Enke Verlag.

    Google Scholar 

  • Korthagen, F. (2002). Eine Reflexion über Reflexion. In: F. Korthagen, J. Kessels, B. Koster, B. Lagerwerf, T. Wubbels (Eds.), Schulwirklichkeit und Lehrerbildung. Reflexion der Lehrertätigkeit (pp. 55--73). Hamburg: EB Verlag.

    Google Scholar 

  • Kaune, C. (2006). Reflection and metacognition in mathematics education – Tools for the improvement of teaching quality. Zentralblatt für Didaktik der Mathematik, 38(4), 350–360.

    Article  Google Scholar 

  • Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (2013). Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV project. New York: Springer US.

    Google Scholar 

  • Nieskens, B. (2013). Selbsterkundungsverfahren in der Lehrerbildung. In G. Hessler, M. Oechsle, & I. Scharlau (Eds.), Studium und Beruf- zum Verhältnis von Wissenschaft und Berufspraxis. Perspektiven von Studierenden und Lehrenden (pp. 267–286). Bielefeld: Transcript Verlag.

    Google Scholar 

  • Schaarschmidt, U., & Fischer, A. W. (2008). AVEM. Arbeitsbezogenes Verhaltens- und Erlebensmuster. London: Pearson.

    Google Scholar 

  • Schoenfeld, A. H. (1998). Toward a Theory of Teaching-in-Context. Issues in Education, 4(1), S.1–94.

    Article  Google Scholar 

  • Swan, M. (2005). Improving learning in mathematics: Challenges and strategies. Sheffield: Teaching and Learning Division, Department for Education and Skills Standards Unit.

    Google Scholar 

  • Ziegler, B. (2009). Zur Genese von Professionalität. Berufsfindungs- und Berufswahlprozess. In O. Zlatkin-Troitschankskaia, K. Beck, D. Sembill, R. Nickolaus, & R. Mulder (Eds.), Lehrprofessionalität: Bedingungen, Genese, Wirkungen und ihre Messung (pp. 413–423). Weinheim: Beltz.

    Google Scholar 

Download references

Acknowledgements

The MoSAiK project (modular inclusion of practical school experience as a starting point for the individual development of competences) is funded with support from the German Federal Ministry of Education and Research within the framework of the National Program to Improve the Quality of Teacher Training.

Author information

Authors and Affiliations

  1. University of Koblenz-Landau, Koblenz, Germany

    Katharina Manderfeld

  2. Julius-Maximilians-Universität, Würzburg, Germany

    Hans-Stefan Siller

Authors
  1. Katharina Manderfeld
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Hans-Stefan Siller
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Katharina Manderfeld .

Editor information

Editors and Affiliations

  1. Institute of Mathematics Education, University of Cologne, Cologne, Nordrhein-Westfalen, Germany

    Benjamin Rott

  2. Faculty of Mathematics, University of Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

    Günter Törner

  3. Faculty of Mathematics, Universität Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

    Joyce Peters-Dasdemir

  4. Faculty of Mathematics, University of Duisburg-Essen, Essen, Nordrhein-Westfalen, Germany

    Anne Möller

  5. Institute of Mathematics Education, University of Cologne, Cologne, Nordrhein-Westfalen, Germany

    Safrudiannur

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Manderfeld, K., Siller, HS. (2018). Evaluation of an Approach of Professional Role Reflection in Mathematics Education. In: Rott, B., Törner, G., Peters-Dasdemir, J., Möller, A., Safrudiannur (eds) Views and Beliefs in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-01273-1_10

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-01273-1_10

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-01272-4

  • Online ISBN: 978-3-030-01273-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation