|Ph.D Student||Dickman Nomy|
|Subject||Journal Writing as a Vehicle for Reflecting and|
Enhancing Learning Process of Mathematics Teachers
in the Course of Becoming Mathematics
|Department||Department of Education in Science and Technology||Supervisor||Professor Orit Zaslavsky|
The aim of the study was to characterize the contribution of journal keeping in reflecting and enhancing learning processes of future mathematics teacher educators.
The research was carried out within the framework of a training program in which 12 expert mathematics teachers were trained for the role of a mathematics teacher educator. The trainees were asked to keep journals, in order to enhance reflective processes, on the one hand, and mirror their learning processes, on the other.
The journal analysis was conducted through Grounded Theory. The findings indicate that the trainees described their learning in terms of a triad: the learning source, its goal and its content. Accordingly, a three dimensional theoretical model for reflecting the learning mechanism of teachers in the course of becoming mathematics teacher educators was developed. The model sheds light on the complexity entailed in the training process towards this position.
Applying the model as a tool to analyze the journals, uncovered findings concerning learning occurrences described in the journals. The written indications of learning occurrences point to dominant combinations of learning sources, goals, and topics. Furthermore, the actual journal writing was found to be a dominant source of learning. Some possible combinations, in accordance with the theoretical model - were not found. During the training period, changes were found in the types of learning processes indicated in the journals.
These findings lead to pedagogical implications for teacher educators' preparatory programs, such as: Planning programs in accordance to the learning triad, advancing the reflective thinking of the trainees using the learning triad, analyzing journals of the trainees using the tool that was developed in this study, and evaluating the program in light of the learning triad.