Preservice Mathematics Teachers' Written Reflections as Genre: A Linguistic Examination of Practice–Theory Connections

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-9 - Theory to Practice Conversations in Teacher Education Field Experiences

Abstract

Preservice mathematics teachers’ (n = 12) written reflections on their teaching were qualitatively examined using the lens of genre in order to understand how concrete details of teaching practice were linguistically connected with general theories and principles of teaching and learning. Four themes emerged, demonstrating a need for potential use of genre framework to teach preservice teachers how to effectively structure reflective writing. In particular, 10 out of 12 preservice teachers emphasized grounded aspects of their teaching by first recounting or describing the lesson taught. However, out of the 10, only 3 reflective papers featured a close connection between grounded and generalized aspects of teaching.

Author

• Angelina Kuleshova, Florida State University