Search results for: Portfolios
Page 3/4 32 items
The use of electronic portfolios is increasingly becoming popular in teacher education programs. Whereas many teacher education programs have adopted electronic portfolios in order to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills. Using a qualitative research design, the current study examined teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to their profession.
Updated: Oct. 18, 2009
Portfolios are widely used as instruments for assessment in initial teacher education courses.The article reports on the design process of one portfolio assignment that has been developed specifically to capture students' classroom performance and development in their portfolio.
Updated: Mar. 26, 2009
Teacher Educators Working on Their Own Professional Development: Goals, Activities and Outcomes of A Project for The Professional Development of Teacher Educators
This paper reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards-based procedure of (self-)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In the research, the authors used 25 completed portfolio’s made by teacher educators participating in the standards-based procedure of (self-)assessment and professional development.
Updated: Feb. 18, 2009
Analysis of the Reflections of Student-Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms
Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analyzed.The results showed the difference between the assessment of student-teachers in reflection and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process.
Updated: Jan. 19, 2009
This article explores a two-year portfolio initiative' in a British elementary school. It describes the teachers resistance, and the factors that contributed to its acceptance. Factors contributing to the success, included the student-centered focused for the portfolio, and the statements that were important for the teachers to make.
Updated: Jul. 30, 2008
A reflection in the portfolios of student teachers was conducted. 39 learning portfolios were analysed through theory on learning activities. When looking back on their development as teachers, the students discussed individual experiences which had been important to them, as well as making connections between different experiences over a period of time. The student teachers made less use of the portfolios to gain a better understanding of situations and developments that had occurred.
Updated: Jul. 27, 2008
A qualitative study regarding portfolio-focused teacher learning was conducted. Findings indicate that most students found the process of selecting artifacts, reflecting on coursework and fieldwork experiences while constructing their teaching portfolios contributed to their growth and development.
Updated: Jul. 23, 2008
Portfolio assessment is the topic of the study, which aimed to find a more rigid standard to operate within a uniform line in rating appraisals. The authors look for practices in portfolio appraisals in search of criteria in rating the quality of portfolio materials. In the context of teacher education, they find authentic portfolio document to be rated by different assessors to gauge and compare their quality of rating and criteria use.
Updated: Jun. 12, 2008
The article describes a study that connects teachers' experiences of reflective school portfolio to the qualities of teachers' knowledge communities. The author makes the case that the development of a dynamic knowledge community among teachers is foundational to the successful reflective school portfolio-making experience.
Updated: Mar. 06, 2008
The article describes a group of e-learning student teachers who experienced a successful and productive learning process, that was beyond their individual borders. The collaborative project was conducted by means of portfolio, peer learning and learning management system.
Updated: Jan. 14, 2008