Investigation On The Teaching Reflection Performance Of Pre-service Mathematics Teachers In Microteaching

Reflection plays an important role in the professional development of teachers.Training reflective teachers is an important task in teacher education.Microteaching training in pre-service teacher education is an important way to improve teachers’ classroom teaching skills.Pre-service mathematics teachers need to reflect on their teaching design and implementation in microteaching.This study hopes to understand the teaching reflection of pre-service mathematics teachers in microteaching,and puts forward the following research questions: 1.From the three perspectives of reflection content,reflection level and cooperative degree,how do pre-service mathematics teachers perform in teaching reflection in microteaching?2.Is there a relationship between the reflective content,reflective level and cooperative degree of teaching reflection of pre-service mathematics teachers in microteaching? 3.According to the performance of teaching reflection,which categories can pre-service mathematics teachers be divided into?The effective objects of this study are 45 pre-service mathematics teachers who are studying teaching skills training courses in a higher normal university in Shanghai.Their multiple teaching reflection journals in microteaching are collected as research data,and analyzed by content analysis method,so as to understand the teaching reflection performance of pre-service mathematics teachers in microteaching.The analytical framework divides reflective content into eight categories: teacher-only,student-only,math-only,teacher-student,teacher-math,student-math,teacher-studentmath,and other;Reflection level can be divided into three categories: description-only,single-angle analysis and multi-angle analysis;The cooperative degree can be divided into three categories: self-only,others-only and integration.The main conclusions of this study are as follows: 1.The reflective content of the pre-service mathematics teachers focuses on teacher-only and teacher-mathematics,the reflective level focuses on description only,and the cooperative degree focuses on selfonly and integration;With the increase of reflection times,pre-service mathematics teachers could focus on more aspects of the teaching triangle at the same time,and their reflection level showed an increasing trend,while the cooperative degree did not change significantly.The categories of the three analysis perspectives were weakly correlated with the groups.There was a significant and very weak correlation between the degree of cooperation category and gender.2.There is a significant correlation between the reflective content and reflective level of pre-service mathematics teachers;The categories of reflective content and the categories of cooperative degree,the categories of reflective level and the categories of cooperative degree had a significant weak correlation.3.According to the performance of teaching reflection,pre-service mathematics teachers can be divided into three categories,which can be named as "general","broad content and high level" and "deep cooperation" according to their characteristics.Finally,based on the research conclusions,this paper provides some suggestions for pre-service mathematics teachers and teacher educators,analyzes the shortcomings of this study and looks forward to future research.