indicated that a teacher’s ability to reflect on his or her instructional activities is necessary for him or her to be effective in the classroom. However, if teachers do not possess these abilities themselves, they might not be able to assist their students appropriately. Therefore, it is vital for teachers to develop students’ reflective thinking abilities, which enables them to solve problems they consider difficult. Reflective thinking enables students (the ultimate "product" of the learning process) to assume responsibility for their learning, define their objectives, and make fruitful contributions to their learning processes. Students have to be able to predict, seek simple formulas, and prove their ability to solve mathematics problems. Therefore, reflective thinking should be considered a major part of teacher education and their training programs. Reflective teachers can contribute to the improvement of mathematics education through the production of highly qualified learners, who will be reflective thinkers and, thus, solvers of problems facing society in the future. Efficient teachers are those who utilize reflective thinking in their teaching activities, as it is a necessary characteristic of successful and responsible teachers. Reflective thinking can also be considered an important research topic in terms of in-service and pre-service teachers’ education. Mathematics teachers’ reflective thinking plays a major role in the realization of mathematics education objectives, the creation of solutions to problems facing mathematics teaching, and the evaluation of their experiences in the mathematics classrooms. When teachers undergo a thinking process to reflect on their teaching activities, they are considered reflective thinkers. During reflective thinking, teachers always reflect on and in their teaching practices, and their actions, which are considered as a means for their continuous professional development. Therefore, it is considered as a major pushing wheel for teachers’ professional development. Reflective practice is described as a procedure that could help in smoothing teaching activities, and enhance students’ learning and understanding. The implications of our findings are discussed in terms of extensive and continuous professional development centered on supporting ongoing growth in the reflective thinking skills of in-service math teachers. The findings revealed that the teachers’ practices concerning all the themes of reflective thinking addressed by the questionnaire, especially their ability to self-assess, fluctuated around the intermediate, and advanced levels. The sample included 322 mathematics teachers, who responded to a questionnaire designed to elucidate how they were thinking reflectively about their teaching practice. This study aimed to examine in-service math teachers’ reflective thinking skills in the context of how they are applied to their understanding of their teaching practices. This is also important for students’ ability to solve problems in class, as well as the challenges facing them and their societies in the future. Mathematics teachers must be able to engage in self-reflection and think constructively about their professional activities to instruct students effectively.
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