Unpacking Reflective Practices among Mathematics Teacher Educators: A Preliminary Study

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Abstract

This study explores how mathematics teacher educators (MTEs) engage in reflective practice to identify and refine problems of practice. Based on data from 40 MTEs who completed an online self-instructional course, the research analyzes the types of problems they recognize and how their understanding evolves through four iterative reflections. Two main concerns emerged: preservice teachers’ learning difficulties and challenges in MTEs’ own teaching. Most participants retained their original problem but progressively deepened or redefined it, shifting focus or gaining new insights. The study highlights the value of structured reflective tools in fostering analytical thinking, self-awareness, and professional development. These findings emphasize the need to support sustained reflective practice in MTEs to enhance professional learning.

Authors

• Helena Loreto Montenegro, Universidad de Chile

• Salome Martinez, Universidad de Chile