Lise matematik öğretmen adaylarının bütüncül öğretim algılarının geliştirilmesi üzerine vaka temelli yansıtıcı düşünme yaklaşımı uygulaması

The aim of this study is to support learning to teach processes of preservice secondary mathematics teachers by providing them reflective practice opportunities using a case-based approach. The research was conducted in two stages: design and development of a case-based discussion module and implementation. In the first stage, semi-structured interviews were conducted with ten teachers in order to ascertain the perceptions on early career challenges of secondary mathematics teachers who graduated from a MA program with a teaching certificate. It was determined that mathematics teachers experienced challenges related to different dimensions of teaching mathematics, and these challenges were associated with their beliefs, perceptions, and expectations before starting their careers. The findings indicate the need for providing preservice teachers with opportunities to reflect on challenges they may encounter, consider how different aspects of teaching interact, and elaborate on various reasons and possible solutions for those challenges. Aligned with the need, case-based pedagogy and productive reflection constituted the theoretical framework as two important elements. Within this framework, a case-based discussion module (CBDM) was developed. In the second stage, CBDM was implemented with eight preservice secondary mathematics teachers enrolled in the same program. The data collected was analyzed within a multi-dimensional analytical framework. The findings reveal that the CBDM provided a platform to discuss several aspects of teaching as well as to link these aspects and connect their reflections to their personal experiences and theory. Participants perceived this experience as a relevant, engaging, and awareness-increasing practice with potential positive reflections on their teaching.