Mathematics Student Teachers’ Confessional Reflections

• As part of practicum, student teachers are often asked to provide written reflections on their teaching, sometimes in the form ofself-inquiry confessions. Confessional practices in teacher education havebeen critiqued in earlier research, andthis article provide an empirically-based discussion from four student teachers’ reflectivelogbooks. The findings show and how confessional reflections are entangled with five discourses aboutgood teachers:they interactwithlearners, follow curriculum, legitimise mathematics, use educational theory, andhold particular attributes of body and soul. The first move in confessions, the self-examination, was part of all four logbooks. However, it was rarely used for the second move of self-improvement. From this, the purposefulness of confessional reflections can be questioned, and hence the ethical considerations of intruding student teachers’ integrity by assessing their inner feelings and beliefs.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

Teacher education

Reflection

Confessions

Practicum

Mathematics education

Mathematics Education

matematikämnets didaktik

Publikations- och innehållstyp

vet (ämneskategori)

art (ämneskategori)