Investigating Pre-Service Teachers’ Reflective Thinking on Teaching Through Problem-Solving (TTP)
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Abstract
The role of pre-service teachers in shaping effective mathematics education is pivotal, particularly as they refine teaching strategies through reflective practices. However, there exists a gap in understanding how pre-service teachers adapt and improve problem-based lessons in real-time, especially when implementing the Teaching Through Problem-Solving (TTP) approach. This study aims to explore how pre-service teachers revise, reflect, and respond to challenges in TTP lessons, with a focus on teaching arithmetic sequences to Grade 11 students at Mindanao State University - Iligan Institute of Technology Integrated Developmental School. Utilizing a descriptive qualitative method, data were gathered through lesson observations, post-lesson interviews, and written reflections. Key findings highlighted the importance of collaborative lesson planning, post-implementation reflection, and the practice of effective questioning in enhancing lesson delivery. These insights underscore the need for continuous reflective practice among pre-service teachers, ultimately contributing to more adaptive and student-centered teaching strategies in mathematics education.
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