A guiding framework for mathematics student teachers' and their peers'post lesson reflections/ Created by Nyaumwe.J.Lovemore

This paper highlights the design of a framework that can guide student teacher and peer post lesson reflective dialogues. Peers who share comparable theoretical knowledge, dilemmas, concerns and difficulties that student teachers sometimes face during practicum teaching may lack instructional experience to focus their reflective dialogues on pertinent issues that can improve their teaching. To improve their teaching through reflection, student teachers can use the framework to guide their interpretation of teaching actions, learning contexts, and ideal activities that can challenge and extend learner thinking. Two cycles of development research were used in refining the terms and assessing the practicality of the four cyclic stages of the framework. One implication of the framework is that it can improve student teacher instruction through successful implementation of curricula goals that encourage learner reasoning, problem-solving and explorations that can lead to the development of mathematical understanding.