Opinions of Preservice Mathematics Teachers on Their Professional Development

Abstract

This qualitative study aimed to investigate the views of preservice mathematics teachers taking a Pedagogical Formation Certificate Program, on their professional development through reflective journals. Twenty-four preservice teachers' reflective journals written during their Practicum Course were analyzed under four themes: properties of a practicum teacher; definition of an ideal teacher; reflections of teaching sessions; reflections of the practicum course. According to the results, a preservice teacher would be a teacher with patience, tolerance, and have good mathematics teaching skills. In the reflections of teaching session's theme, it was revealed that preservice teachers have different opinions about teaching methods and classroom management. In the last theme, the awareness of preservice teachers about their improvements and differences was presented. In light of the results, suggestions aremade regarding topics such as (re) structuring pedagogical formation certificate teacher preparation programs and supporting teacher candidates with theoretical and practicum courses like classroom management, teaching methods and communication.