Search results for: Portfolios
Page 2/4 32 items
The authors review the compatibility of key purposes for Electronic Portfolios (EPs) in light of the changing landscape of their use in teacher education. The authors will focus on analyzing the key purposes of portfolios—student learning/ reflection and accountability/accreditation, followed by another purpose cited in the literature—employment. The authors will discuss the costs and benefits as perceived by the various stakeholders. The authors conclude with seven recommendations to forge productive middle ground between the multiple purposes for EP use .
Updated: Jun. 05, 2013
The study focuses on pre-service teachers’ reflection processes in four different contexts during their subject teaching practicum: (1) reflections on lessons, (2) pupil observation, (3) research reading, and (4) autobiographical context. The data consist of 53 pre-service teachers’ mathematics portfolios, from which the authors purposively selected three for closer scrutiny. According to the results, the breadth and depth of the pre-service teachers’ reflection processes greatly varied. Furthermore, the mathematics autobiographies revealed how the students had constructed their mathematics pasts and what they had learnt from their earlier experiences of teaching mathematics.
Updated: Mar. 20, 2013
Assessment of Teacher Competence using Video Portfolios: Reliability, Construct Validity, and Consequential Validity
In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and discussed.
Updated: Jun. 27, 2012
This study was conducted to reveal how students perceived their experience of preparing portfolios and the effects of the portfolio process on their learning. The participants were 35 fourth-year biology student teachers enrolled in the course ‘Assessment and evaluation’ in the Faculty of Education at Karadeniz Technical University, Turkey. Five themes were drawn from the analysis of the students’ written reflections in their portfolios, regarding how they perceived the portfolio process and its effects on their learning.
Updated: May. 07, 2012
In this study, the authors examined whether critical reflections within the portfolio could provide evidence of teachers’ engagement in reflection-based inquiry as well as levels of development of reflection. 51 teachers who enrolled to in a graduate-level program in a college of education. Data consisted of five sets of required prompted reflections that were written for the program portfolio. Analysis of the reflections revealed that teachers’ incorporation of inquiry changed as they proceeded through the coursework.
Updated: Apr. 02, 2012
This article analyses efforts at one institution to respond to demands for higher education accountability through the development and implementation of an institution-specific, programme-level model of assessment and accountability. In conclusion, the authors suggest that the programme-specific accountability model with the four components they have elaborated on in this article is potentially applicable to any higher education institution or programme seeking to respond to internal and external accountability demands.
Updated: May. 26, 2011
This article explores the possible role of teaching portfolios as an effective tool both for the negotiation of identity and for the demonstration of teaching competence. Through examining the perceptions of teachers who are in their first five years of teaching, the authors seek to re-frame teaching portfolios in relation to repertoires of practice, a sociocultural historical phrase referring to shared competencies within a given community. The authors conclude that this re-framing enables novice teachers to understand competencies as the repertoires of the teaching profession and that they can enact these repertoires, or competencies, through a range of different practices.
Updated: Sep. 05, 2010
Analysis of the Revisions that Pre-service Teachers of Mathematics Make of Their Own Project Included in Their Learning Portfolio
This study provides a method to assess the modifications made by each pre-service teacher in his/her project included in his/her learning portfolio. The project consisted of designing a lesson plan for teaching mathematical knowledge taking into account Content, Activities, Methodology and Reflection. The outcomes showed significant differences in the revisions carried out in all categories except Activities.
Updated: Sep. 05, 2010
Assessment plays an integral role in teaching and learning in higher education and teachers have a strong interest in debates and commentaries on assessment as and for learning. This article reports on a project experimenting with interview panels as authentic assessment with preservice early childhood teachers. At the end of their first semester of study, students enrolled in the Graduate Diploma of Education program at the Queensland University of Technology in Australia were required to participate in a panel interview where they were graded by a panel made up of three faculty staff and one undergraduate student. Results indicated that both students and staff valued the experience and felt it was authentic.
Updated: Sep. 02, 2010
This study used Engeström's Cultural- Historical Activity Theory (1987) to examine how portfolio tools, along with external influences and institutional contexts, mediate the experiences of preservice teachers creating program-required portfolios. The analysis revealed the networked nature of portfolio authorship and tensions arising from the network of activity.
Updated: Mar. 02, 2010