Investigating Pre-Service Mathematics Teachers’ Self-Assessment Process

Teaching practice requires a variety of thinking skills, the most important which is reflective thinking, defined as self-assessment ability that enables an individual to overcome uncertainties he encounters by questioning his experiences through critical and conscious research. This study aims examine pre-service mathematics teachers' processes related their classroom practices professional development. For this purpose, form composed open-ended questions was prepared, in order allow teachers reflect on teaching practices. The filled eight immediately after in-class sessions eight–week training program. Items included forms were analyzed under three categories, based classification proposed Schön (1987): i) Reflection-on-action, ii) Reflection-in-action, iii) Reflection-for-action. analysis revealed often engaged self-assessments reflection-on-action reflection-in-action but mostly steered clear reflection-for-action category.