The Reflexionsprüfung (Reflection Exam) as a format for linking theory and practice in teacher-training

Opportunities for reflection in mathematics education during the Praxissemester (Practical Semester)

Abstract

The Praxissemester (practical semester) module of the master’s degree course in mathematics education at Bielefeld University is finished with the Reflexionsprüfung (Reflection Exam) at the end of the Praxissemester. In the courses before and during the Praxissemester, theory and practice are systematically linked by multiple opportunities for reflection and by guided reflection processes, which are intended to enhance students’ competencies and prepare them for the exam. In this article, we present the Reflexionsprüfung, demonstrate how it is embedded in the module, and how we explicitly focus on linking theory and practice. We also illustrate exemplary opportunities for reflection, which arise during teaching situations in the Praxissemester, and how these mathematically rich situations can be analyzed using the ALACT-model by Korthagen. For evaluation and further development of our concept, we assessed students’ perception and attitudes towards the Reflexionsprüfung by a questionnaire. The results show that the students consider this type of exam as highly meaningful and profitable for their personal learning progress. Furthermore, the Reflexionsprüfung prompted students to notice connections between theoretical knowledge and competencies in the classroom, and indicated this was very positive for their own development as a teacher.