Pre-service teachers using the Knowledge Quartet as a tool to analyse and reflect on their own teaching

Overview & Synopsis

This paper reports a qualitative study of the post-lesson reflections of two pre-service teachers in Norway. During their third school placement, Nora and Mia volunteered to use the Knowledge Quartet to analyse and reflect on their own mathematics teaching. Comparing the nature of their reflections at the start and at the end of the placement, we find that Nora and Mia exhibit some development, focusing more on mathematical content at the end of the study than in the beginning. Factors that can influence their reflections are discussed: their own experience of mathematics and their beliefs about mathematics seemed to play an important role in how they interpreted and made use of the framework.