Becoming Reflective Practitioners: Gender GAP Analysis of Mathematics Student Teachers’ Reflective Practices

While reflective thinking practices are thought to be a factor in building bridges between course of study and personal experience resulting engaging personalized learning activities, the present examined potential disparities how they influence preservice mathematics teachers' behavior. Underpinned by positivist paradigm, employed quantitative research approach survey design. Data was collected from three hundred fifty-nine student teachers who were preparing become once had obtained Bachelor Education (B.Ed.) degree. therefore analyzed through use descriptive statistics. Lifelong skills, self-assessment, self-belief, teaching awareness, all using framework based on five components. Research findings revealed that while often emphasized teacher education programs, results clearly show process is conceptualized differently female male participants. also constructs such as lifelong self-assessment ability, awareness have more decisive participants than their counterparts. This resulted having less perception usefulness practices. Based findings, it suggested various support systems should developed programs facilitate independent self-directed among both students teachers.
 Keywords: Classroom Practices, Gender GAP, Reflective Thinking, Self-Belief, Teacher Education.