'Universidad de Alicante Servicio de Publicaciones'
Abstract
The scientific literature acknowledges the significance and benefits of reflection to teachers’ practice and offers a variety of tools and environments for reflection-based professional development. In this paper, we analyze mathematics teachers' reflection in three different settings, using six categories of reflection we previously developed. We examine the unique opportunities for reflection that each setting offers and how it may cater for teachers’ different needs.This study was supported by the Israel Science Foundation, Grant #1539/15 and by the Weizmann Institute of Science
