[
Acar, B., & Yaman, M. (2011). Bağlam Temelli Öğrenmenin Öğrencilerin İlgi ve Bilgi Düzeylerine Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 1-10.
]Search in Google Scholar
[
Adams, T. L., & Hsu, J. Y. (1998). Classroom assessment: Teachers’ conceptions and practices in mathematics. School Science and Mathematics, 98(4), 174-180.10.1111/j.1949-8594.1998.tb17413.x
]Search in Google Scholar
[
Adler, J. (1996). Secondary School Teachers’ Knowledge of the Dynamics of Teaching and Learning Mathematics in Multilingual Classrooms (Unpublished Doctoral dissertation). South Africa: University of the Witwatersrand, Faculty of Education.
]Search in Google Scholar
[
Al Duwairi, A. (2013). Secondary teachers’ conceptions and practices of assessment models: The case for mathematics teachers in Jordan. Education, 134(1), 124–133.
]Search in Google Scholar
[
Bailey, K. (1996). The role of collaborative dialogue in teacher education. In D. Richards, & F. Jack (Eds.), Teacher Learning in Language Teaching (pp. 260-280). Cambridge, UK: Cambridge University Press.
]Search in Google Scholar
[
Breen, C. (1999). Concerning mathematics teacher development and the challenges of the new milennium. Pythagoras, 49, 42-48
]Search in Google Scholar
[
Büyükalan-Filiz, S. (2009). Soru Cevap Yöntemi Eğitiminin Öğretmenlerin Soru Sorma Bilgisi Ve Soru Sorma Tekniklerine Etkisi. Kafkas University Journal of the Institute of Social Sciences, 3, 167-195.
]Search in Google Scholar
[
Carnell, E. (2000). Dialogue, discussion and feedback - Views of secondary school students on how others help their learning. In S. Askew (Ed.), Feedback for learning (pp. 46–61). London: Routledge.
]Search in Google Scholar
[
Centra, J. A., & Potter, D. A. (1980). School and teacher effects: An international model. Review of Educational Research, 50(2), 273-291.10.3102/00346543050002273
]Search in Google Scholar
[
Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, Grades K–6.
]Search in Google Scholar
[
Charlton, T., & George, J. (1996). Development of behavior problems. In T. Charlton, & K. David (Eds.), Managing Misbehaviors in Schools (2nd Edition). London: Routhledge.
]Search in Google Scholar
[
Dana, T., & Tippins, D. (1998). Portfolios, reflection an educating prospective for teachers of science. In B. J. Fraser, & K. G. Tobin (Eds.), International handbook of science education (pp. 719-733). Dordrecht: Kluwer Academic Publishers.
]Search in Google Scholar
[
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: DC Heath.
]Search in Google Scholar
[
Eraslan, A. (2009). İlköğretim Matematik Öğretmen Adaylarının ‘Öğretmenlik Uygulaması’ Üzerine Görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 3(1), 207-221.
]Search in Google Scholar
[
Ersoy, Y., Kaya, R., Aksu, M., Tezer, C., Deöirbaş, M., & Özdaş, A. (1991). Matematik Öğretim. Eskişehir: Anadolu University.
]Search in Google Scholar
[
Gilbert, J. (1994). The construction and reconstruction of the concept of reflective practitioner in the discourses of teacher professional development. International Journal of Science Education, 16(5), 511-522.10.1080/0950069940160503
]Search in Google Scholar
[
Goldsmith, L. T., & Shifter, D. (1997). Understanding teachers in transition: Characteristics of a model for the development of mathematics teaching. In E. Fennema, & B. Scott Nelson (Eds.), Mathematics teachers in transition. Mahwah, NJ: Erlbaum.
]Search in Google Scholar
[
Good, T. L, & Grouws, D. A. (1979). Teaching and Matematics Learning. Educational Leadership, 37(1), 39-45.
]Search in Google Scholar
[
Good, T. L. (1979). Teacher Effectiveness in the Elementary School. Journal of Teacher Education, 30(2), 52-64.10.1177/002248717903000220
]Search in Google Scholar
[
Graven, M. (2003). Teacher learning as changing meaning, practice, community, identity and confidence: The story of Ivan. For the Learning of Mathematics 23(2), 28-36.
]Search in Google Scholar
[
Gürbüz, R. (2007). Olasılık konusunda geliştirilen materyallere dayalı öğretime ilişkin öğretmen ve öğrenci görüşleri. Kastamonu Eğitim Dergisi, 15(1), 259-270.
]Search in Google Scholar
[
Harris, L. R., Brown, G. T. L., & Harnett, J. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability, 26(2), 107-133.10.1007/s11092-013-9187-5
]Search in Google Scholar
[
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.10.1016/0742-051X(94)00012-U
]Search in Google Scholar
[
Huang, Y.-M., Huang, S.-H., & Wu, T.-T. (2014). Enbedding diagnostics mechanisms in a digital game for learning mathematics. Education Technology Research and Development, 62, 187-207.10.1007/s11423-013-9315-4
]Search in Google Scholar
[
Kyaruzi, F. (2012). Effectiveness of mathematics continuous assessment feedback in secondary schools in Tanzania. Journal of Education, Humanities and Sciences, 1(2), 51-63.
]Search in Google Scholar
[
Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. L. (2018). Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational Evaluation, 59, 1-9.10.1016/j.stueduc.2018.01.004
]Search in Google Scholar
[
Kyaruzi, F., Strijbos, J.-W., Ufer, S., & Brown, G. T. L. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy & Practice, 26(3), 278-302,10.1080/0969594X.2019.1593103
]Search in Google Scholar
[
Lamb, S., & Fullarton, S. (2002). Classroomand school factors affecting mathematics achievement: A compararive study of Australia and the United States using TIMSS. Australian Journal of Education, 46(2), 154-171.10.1177/000494410204600205
]Search in Google Scholar
[
Lieberman, J. (2009). Using lesson study to develop an appreciation of and competence in task design. In B. Clarke, B. Grevholm, & R. Millman (Eds.), Tasks in Primary Mathematics Teacher Education: Purpose, Use and Exemplars. Mathematics Teacher Education 4. New York: Springer Science+Business Media, LLC.
]Search in Google Scholar
[
Loughran, J., & Corrigan, D. (1995). Teaching portfolios: A strategy for developing learning and teaching in preservice education. Teaching and Teacher Education, 11(6), 565-577.10.1016/0742-051X(95)00012-9
]Search in Google Scholar
[
Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4, 291-315.10.1515/applirev-2013-0013
]Search in Google Scholar
[
Marshall, K. (1993). Teachers and schools - What makes a difference: A principal’s perspective. Deadalus, 22(1), 209-242.
]Search in Google Scholar
[
Mortimore, P., Sammons, P., Stoll, L., Lewis, D., Ecob, R. (1988). School Matters: The Junior Years. Shepton Mallett: Open Books.10.1525/9780520330375
]Search in Google Scholar
[
Nagy, E. K. (2020). Developing Undergraduate Students’ Teaching Competences, Acta Educationis Generalis, 10(2), 133-149. https://doi.org/10.2478/atd-2020-001410.2478/atd-2020-0014
]Search in Google Scholar
[
Özbay, Ö., & Sarıca, R. (2019). Ters yüz sınıfa yönelik gerçekleştirilen çalışmaların eğilimleri: Bir sistematik alanyazın taraması. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 332-348.10.31592/aeusbed.595036
]Search in Google Scholar
[
Ropohl, M., & Rönnebeck, S. (2019). Making learning effective - Quantity and quality of pre-service teachers’ feedback. International Journal of Science Education, 41(15), 2156-2176.10.1080/09500693.2019.1663452
]Search in Google Scholar
[
Sarıca, R. (2016). Araştırmaya Dayalı Öğretim Uygulamalarının Ölçme ve Değerlendirme Dersindeki Etkisinin İncelenmesi (Unpublished Doctoral dissertation). Gaziantep: Gaziantep University, Institute of Educational Science.
]Search in Google Scholar
[
Sarıca, R. (2018). Yenilenen ortaöğretim beden eğitimi ve spor dersi öğretim programlarının değerler eğitimi bağlamında incelenmesi. Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 19(3), 2068-2091.
]Search in Google Scholar
[
Sarıca, R. (2019). Examination of Secondary School Mathematics Textbooks in the Context of Stem. 4th International Turkish Computer & Mathematics Education Symposium, 26-28 September, İzmir, Turkey.
]Search in Google Scholar
[
Sarıca, R. (2020). Developing the Expectation Scale of Secondary School Students from Education: A Validity-Reliability Study. Turkish Studies - Education, 15(2), 1165-1187.
]Search in Google Scholar
[
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
]Search in Google Scholar
[
Spanneberg, R. (2009). The Mathematics Teaching Portfolio: A Reflective Tool for Developing Professional Growth and Improving Classroom Practices. Tasks in Primary Mathematics Teacher Education. New York: Springer Science+Business Media, LLC.
]Search in Google Scholar
[
Stein, M., & Brown, C. (1997). Teacher learning in a social context: Integrating collaborative and institutional processes with the study of teacher change. In E. Fennema, & B. Nelson (Eds.), Mathematics Teachers in Transition (pp. 155-192). Mahwah, New Jersey: Lawrence Erlbaum Associates.
]Search in Google Scholar
[
Tebliğler Dergisi. (1998). Öğretmen adaylarının milli eğitim bakanlığına bağlı eğitim öğretim kurumlarında yapacakları öğretmenlik uygulamasına ilişkin yönerge. Ankara: Turkish Ministry of National Education.
]Search in Google Scholar
[
Tekinkır, D. (2008). İlköğretim 6-8. sınıf öğrencilerinin matematik alanındaki tahmin stratejilerini belirleme ve tahmin becerisi ile matematik başarısı arasındaki ilişki (Unpublished Master thesis). İzmir> Dokuz Eylül Üniversitesi.
]Search in Google Scholar
[
Temizöz, Y., & Özgün-Koca, S. A. (2008). The instructional methods that mathematics teachers use and their perceptions on the discovery approach. Education and Science, 33(149), 89-103.
]Search in Google Scholar
[
Ulusoy, K., & Gülüm, K. (2009). Sosyal bilgiler dersinde tarih ve coğrafya konuları işlenirken öğretmenlerin materyal kullanma durumları. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 85-99.
]Search in Google Scholar
[
Ürey, M., Çepni, S., Köğce, D., & Yıldız, C. (2013). An investigation on the effects of the interdisciplinary school garden program developed within the scope of free activities course on mathematics objective. Journal of Turkish Science Education, 10(3), 37-58.
]Search in Google Scholar
[
Vygotsky, L. S. (1986). Thought and Language. Cambridge: MA MIT Press.
]Search in Google Scholar
[
Wolf, K. (1994). Teaching portfolios: Capturing the complexity of teaching. In L. Ingvarson, & R. Chadbourne (Eds.), Valuing Teachers Work: New Directions in Teacher Appraisal. Victoria: The Australian Council for Educational Research.
]Search in Google Scholar
[
Yadigaroğlu, M., Demircioğlu, G., & Demircioğlu, H. (2017). Fen Bilgisi Öğretmen Adaylarının Kimya Bilgilerini Günlük Hayatla İlişkilendirebilme Düzeyleri. Ege Eğitim Dergisi, 18(2), 795-812.10.12984/egeefd.310426
]Search in Google Scholar
[
Yükseköğretim Kurulu. (1999). Türkiye’de öğretmen eğitiminde standartlar ve akreditasyon. Ankara: Öğretmen Eğitimi dizisi.
]Search in Google Scholar
[
Yükseköğretim Kurulu [YÖK]. (2017a). İlköğretim Matematik Öğretmenliği lisans programı Eğitim fakültesi öğretmen yetiştirme lisans programları. Ankara: Yükseköğretim Kurulu.
]Search in Google Scholar
[
Yükseköğretim Kurulu [YÖK]. (2017b). Matematik Öğretmenliği lisans programı. Eğitim fakültesi öğretmen yetiştirme lisans programları. Ankara: Yükseköğretim Kurulu.
]Search in Google Scholar
