Mathematics Teaching as a Deliberate Practice: An Investigation of Elementary Pre-service Teachers' Reflective Thinking During Student Teaching

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Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching (2006, background): “…JMTE (The Journal of Mathematics Teacher Education) indicate that those initiating and/or researching programmes learn significantly from their involvement in those programmes, tackling issues that emerge (see for example, Farmer, Gerretson & Lassak, 2003; Heaton & Mickelson, 2002; McDuffie, 2004).”
PROSPECTIVE TEACHERS’ CHALLENGES IN TEACHING REASONING-AND-PROVING (2013, background): “McDuffie (2004) tried to better understand prospective teachers’ reflective practices during problematic situations within this cycle, separating reflection into the following two forms that were first introduced by Schön (1987): reflection-in-action and reflection-on-action.”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “Prior research indicates that pedagogical content knowledge influences prospective teachers’ reflective thinking; for instance, McDuffie (2004) learned that prospective teachers are more effective at using their pedagogical content knowledge when reflecting on action after teaching and less likely…”