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Evaluation of an Approach of Professional Role Reflection in Mathematics Education

  • Katharina ManderfeldEmail author
  • Hans-Stefan Siller
Chapter

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.

Keywords

Reflection Pre-service teachers Beliefs Self-regulation Motivational orientations Professional identity Inquiry 

Notes

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.

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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.University of Koblenz-LandauKoblenzGermany
  2. 2.Julius-Maximilians-UniversitätWürzburgGermany

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