Self-Reflection Processes of the Novice Middle School Mathematics Teachers *

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dc.contributor.authorBozkurt, Erhan
dc.contributor.authorYildiz, Pinar
dc.contributor.authorGurel, Ramazan
dc.contributor.authorOzdemir, Iffet Elif Yetkin
dc.date.accessioned2025-01-27T20:29:24Z
dc.date.available2025-01-27T20:29:24Z
dc.date.issued2022
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractIn this case study the aim is to examine the self-reflection processes (self-evaluation, causal attribution, emotional reactions and inferences) of novice mathematics teachers. The participants were six middle school (grades of 5-8) mathematics teachers who have less than five years teaching experience working in the Western and Central Anatolia Regions of Turkey. The data of the study were collected through the semi-structured interviews developed based on classroom observations. First, the instructional situations were determined by observing the mathematics lessons of the participants (approximately 10 hours for each participant). Afterwards, through semi-structured interviews, the participants were asked to reflect on these instructional situations. During the data analysis, first within case analyses were made, and the self-reflection of each teacher was described. Then by comparing the data obtained from six teachers, it was defined which self-reflection processes the novice mathematics teachers performed and to what extent they performed them. The findings suggest that the participants did not consider their teaching behaviors when they were asked to evaluate the lesson. They attributed the cause of the failure in their lessons to factors beyond their control (e.g., low involvement of parents, insufficient physical facilities of the school). In addition, it is observed that they were less likely to develop positive emotional responses for the observed lessons and were insufficient in taking adaptive decisions for their future lessons. These findings indicate the necessity of pre-service and in -service practices that will support newly recruited middle school mathematics teachers to gain much more comprehensive self-reflection skills.
dc.description.sponsorshipTUBITAK, Social and Humanities Research Support Group (SOBAG); Scientific and Technological Research Council of Turkey (TuBTAK) [113K316]
dc.description.sponsorshipThis study is derived from the project study numbered 113K316 carried out within the scope of the 1001 program of The Scientific and Technological Research Council of Turkey (TuBTAK) . The project study was supported by TUBITAK, Social and Humanities Research Support Group (SOBAG) .
dc.identifier.doi10.15390/EB.2022.10987
dc.identifier.endpage61
dc.identifier.issn1300-1337
dc.identifier.issue210
dc.identifier.scopus2-s2.0-85131572512
dc.identifier.scopusqualityQ3
dc.identifier.startpage41
dc.identifier.trdizinid1124583
dc.identifier.urihttps://doi.org/10.15390/EB.2022.10987
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1124583
dc.identifier.urihttps://hdl.handle.net/20.500.12428/22934
dc.identifier.volume47
dc.identifier.wosWOS:000793750500003
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherTurkish Education Assoc
dc.relation.ispartofEgitim Ve Bilim-Education and Science
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectMathematics teachers
dc.subjectSelf-regulation
dc.subjectSelf-reflection
dc.subjectSelf-evaluation
dc.subjectSelf-reaction
dc.subjectCausal attribution
dc.titleSelf-Reflection Processes of the Novice Middle School Mathematics Teachers *
dc.typeArticle

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