Scenario Writing Practice with Pre-service Teachers on the Conflict between a Traditional School Principal and an Innovative Mathematics Teacher

Although scenario-writing is often associated with creative fields can serve as a reflective tool in teacher education. This study examines a scenario-writing task conducted with 30 pre-service mathematics teachers in the course “Communication in Mathematics Classrooms.” The task was based on a fictional conflict between a traditional school principal and an innovative mathematics teacher to encourage critical reflection on educational realities. Using a case study design, qualitative data obtained from the written scenarios were analyzed via content analysis. Five main themes emerged: school principal, teacher, teaching-learning process, assessment-evaluation, and parents. Participants portrayed school principals as authoritarian and exam-driven school culture, while portraying teachers as idealistic, student-centered, and innovative. The teaching-learning process reflected concerns about rote learning, while assessment practices highlighted exam pressure. Parental influence was characterized by expectations and dissatisfaction. The findings show that conflict-based scenario-writing fosters critical reflection, reveals pedagogical beliefs, and supports professional identity development, offering a valuable strategy for preparing future mathematics teachers.