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1.
Teaching portfolios: A strategy for developing learning and teaching in preservice education 总被引：1，自引：0，他引：1
Teaching portfolios have been used in the preservice teacher education program at Monash University to help student teachers to reflect on their learning about learning and teaching and to help them to convey this to others. The portfolio is an open-ended and un-graded task designed to explore teaching from many different vantage points. It is organised as a dynamic assessment task, not simply a static end product. This is done by considering teaching portfolios as comprising two important aspects, one is the process the other is the product. The process involves learning from the variety of experiences offered in the preservice education program and encouraging student teachers to reflect on these. The product is the development of the individual portfolio items that are used to demonstrate this learning to others. The portfolio comprises a number of individual items which act as a prompt to “tap” the creator's understanding of what it means to be a (science) teacher. This paper reports on the effectiveness and value of portfolios from the student-teachers' perspective by exploring how their understanding of the task evolved as they completed their preservice teacher education program. 相似文献
2.
Abstract This article describes the results of qualitative research using portfolios in a preservice teacher education program. Our study involved participant observation of 26 portfolio review sessions, and open‐ended interviews with 13 student teachers and 13 cooperating teachers. We sought to understand how portfolios might contribute to the assessment and professional development of prospective teachers. We discuss potential benefits and identify several important practical issues that others might consider when introducing portfolio assessment into their own preparation programs. 相似文献
3.
The premise that underlies the pre-service science teacher education program at Monash University is the need to focus on
the nature of learning in ways that encourage student-teachers to reconsider their conceptions of learning and how this relates
to their view of teaching. The purpose of teaching portfolios is to act as a prompt for student-teachers to reconsider these
conceptions and as a way of helping them to better articulate their professional knowledge. The Science (Stream 3) student
teachers construct a portfolio of teaching strategies, episodes, ideas, etc. that demonstrate how they see their role as science
teachers. The portfolio is ungraded, openended and organised as a dynamic assessment task, not just a static end product.
This paper reports on student-teachers' understanding of, and approach to portfolios as they come to understand its purpose
and value.
Specializations: chemistry and science education, technology and industry links with science curriculum
Specializations: science education, reflection, curriculum and evaluation 相似文献
4.
Timothy J. Frey Debra K. Andres Leah A. McKeeman Jessica J. Lane 《The Teacher Educator》2013,48(1):45-66
In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities. 相似文献
5.
Jennifer Sumsion 《Asia-Pacific Journal of Teacher Education》1996,24(1):33-46
In recent years, the model of imparted learning underlying many traditional preservice—teacher programmes has given way to an emphasis on constructed learning, in which student teachers are encouraged to develop their own understanding of what it means to be a teacher. Underlying this trend is an assumption that student teachers are becoming more empowered as learners. This paper investigates that assumption. It reports on a study which used Belenky et al.’s (1986) conceptual framework to explore the epistemological perspectives of a group of first‐year early‐childhood student teachers. Although the student teachers were enrolled in a preservice programme which seeks to foster reflective practices, few could be considered empowered learners. The paper suggests that, if student teachers are to become more empowered, teacher educators may need to undertake considerable soul‐searching concerning their practice. 相似文献
6.
Emily J. S. Kang Julie A. Bianchini Gregory J. Kelly 《Journal of Science Teacher Education》2013,24(3):427-447
Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry in their own classrooms. In this study, we used Aikenhead’s (Sci Educ 81: 217–238, 1997, Science Educ 85:180–188, 2001) notion of border crossing to describe this transition preservice teachers must make from science student to science teacher. We examined what one cohort of eight preservice secondary science teachers said, did, and wrote as they both conducted a two-part inquiry investigation and designed an inquiry lesson plan. We conducted two types of qualitative analyses. One, we drew from Costa (Sci Educ 79: 313–333, 1995) to group our preservice teacher participants into one of four types of potential science teachers. Two, we identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. In our implications, we argue that preservice teachers could benefit from explicit opportunities to navigate the border between learning and teaching science; such opportunities could deepen their conceptions of inquiry beyond those exclusively fashioned as either student or teacher. 相似文献
7.
《教育实用测度》2013,26(2):209-228
Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary vs. intermediate) and classroom environment (self-contained vs. multiage-teaming). Kindergarten through Grade 5 teachers in 13 elementary schools completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine for patterns of portfolio use, a subset of teachers was interviewed to explore the perceptions that teachers hold about the impact of student portfolios on themselves and on their students. The results suggest that Kindergarten through Grade 5 teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio). 相似文献
8.
Research Findings: Having practicing or preservice early educators employing iPads and their apps as part of their practices with young children in high-stakes teaching contexts is a challenging process. The case study examined in this article further unpacks this complexity by investigating how incorporating iPads into their high-stakes field placements might have affected a sample of preservice teachers’ figuring of how to instruct and document the learning of young children. Although these preservice teachers seemed to struggle with using iPads to instruct children in their field placements, these teachers did appear to generate improvised responses to documenting student learning. Practice or Policy: Such findings offer teacher educators the chance to consider how to assist teachers in moving beyond the dominant practices found in high-stakes teaching contexts. They also offer teacher educators the chance to aid their teachers in reconfiguring the politics and policy of high-stakes early education contexts. 相似文献
9.
Barbara L. Cambridge 《Innovative Higher Education》1996,20(4):287-297
Student learning is the strongest criterion for evaluating effective teaching. This article looks at three practices which partner students, teachers, and faculty peers in understanding the quality of teaching and learning through student course portfolios and teacher course portfolios, majors portfolios and teaching portfolios, and collaborative classroom assessment. Two outcomes of using a learning paradigm are building community and representing successes in higher education through documentation of effective teaching and learning.Barbara L. Cambridge, Professor of English and Associate Dean of the Faculties at Indiana University-Purdue University Indianapolis, serves on the IUPUI Program Review and Assessment Committee and recently chaired the Task Force on Accountability and Assessment for Indiana University's Strategic Directions Longrange Planning. She has made presentations and written on portfolio assessment, assessment and evaluation of faculty work, and issues in undergraduate education. Editor of theJournal of Teaching Writing, she is past President of the National Council of Writing Program Administrators. 相似文献
10.
Andrea C. Allard Diane Mayer Julianne Moss 《The Australian Educational Researcher》2014,41(4):425-443
In this paper, we challenge the current focus on ‘best practice’, graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment—a structured portfolio called the Authentic Teacher Assessment (ATA)—and examine examples of these assessments through the lens of critical discourse analysis. As a measure of ‘readiness to teach’, the ATA is compared with supervising teachers’ assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers’ practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effective beginning teaching and demonstrably address the current anxiety regarding ‘evidence’. We suggest that such an approach should be reliable enough to be ‘read’ by external assessors (and moderated across other teacher education institutions). Rigorous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates’ quality and readiness to teach. 相似文献
11.
Abstract Digital portfolios in teacher education provide opportunities to conceptualize learning and growth over time. The digital portfolio experiences of two secondary teacher education students in the context of an entire preservice teaching experience are presented. These vignettes, along with programmatic observations from the past four years, indicate that high‐level uses of educational technology are difficult to facilitate in large teacher education programs using a technology infusion model that emphasizes general skills. Whereas many teacher education programs have abandoned required technology courses to jump start National Educational Technology Standards‐based competence, the authors argue that advanced courses in educational technology for teacher education majors are still necessary for curricular integration with technology. This article concludes with a discussion of the nature and level of technology competence in relation to portfolio development and makes recommendations for how programs might pursue similar models. 相似文献
12.
This study was designed to examine the effects of self-efficacy, expectations of future work environment, and emotional intelligence on preservice teacher commitment to the teaching profession on a sample of 209 preservice teachers. The purpose of the study was to add to the existing knowledge surrounding preservice teacher commitment and promote new ways to approach teacher education. Using correlation and regression analyses, we found that preservice teacher self-efficacy expectations surrounding classroom management, instructional strategies, and student engagement were positively correlated with commitment. Preservice teacher expectations of future work environment influenced their satisfaction with the profession, which was also positively correlated with their commitment to enter the profession. Preservice teachers with greater emotional awareness and pro-motivational thinking also demonstrated higher levels of commitment. 相似文献
13.
Learning environment research has a long history of significant relationships between the learning environment and student outcomes. This study investigated relationships between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics. These two outcomes have been repeatedly shown to influence the future teaching practices of preservice teachers but, to date, their relationships with learning environment have been investigated neither with preservice teachers nor at all in the United Arab Emirates or wider Gulf region. The learning environment was found to be significantly related to preservice teachers’ mathematics teaching self-efficacy and beliefs about mathematics. Learning environments perceived more favourably by preservice teachers were associated with higher self-efficacy for teaching mathematics, but also with more-traditional beliefs, making these findings important for higher education institutes and teacher educators.
相似文献14.
Kay Martinez 《Asia-Pacific Journal of Teacher Education》1998,26(2):97-106
The paper argues for fresh recognition of the complexities faced by preservice teachers, particularly during the practicum, where they are expected to bring their stockpile of diverse, and sometimes conflicting, knowledges about effective teaching to immediate use with classroom learners. The paper abo draws on insights from postmodern theorising on the privileging of knowledges. While the major focus of the paper is on issues surrounding multiplicity of knowledges about effective classroom teaching, it is also recognised that much of learning to teach occurs in affective, ethical and interpersonal ways as well as cognitive. Several suggestions are made to assist preservice teachers negotiate the complexities of the process of becoming teachers. It is argued that the practicum in preservice teacher education can be seen as a rich site for further exploration of this process—and should be resourced commensurately. Such explorations have the potential to illuminate the ways in which preservice teachers mesh knowledges about effective teaching with their own personal values and beliefs within the specific contexts of their classrooms. Associated with the recognition of the complexities of the processes involved, is a call for university and school based teacher educators to model, with respect to their programmes and practices, the same level of critical reflection they advocate for student teachers. 相似文献
15.
《Teaching and Teacher Education》2001,17(5):613-621
Teaching portfolios have become commonplace in the US in teacher education programs, in the process of granting an initial teaching license, in teacher recertification, and in National Board certification. This paper focuses on the use of teaching portfolios in preservice teacher education programs and analyzes the various ways in which portfolios have been conceptualized and implemented. A conceptual framework is proposed to enable researchers to describe the conditions of portfolio use. A presentation of the conditions of portfolio use will enable a greater understanding of the ways in which teaching portfolios impact teacher development and the quality of teacher assessments under different conditions of use. The paper concludes with a discussion of the key issues that have emerged in the use of teaching portfolios in preservice teacher education in the US. 相似文献
16.
Linda-Dianne Willis Sadia Shaukat Samantha Low-Choy 《British Educational Research Journal》2022,48(2):228-252
In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first- and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks. 相似文献
17.
Felicity McArdle Sue Walker Kathy Whitefield 《Journal of Early Childhood Teacher Education》2013,34(1):86-96
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. In a 1-year graduate entry teacher preparation program, the temptation is to emphasize assessment in an attempt to ensure students “cover” everything as part of a robust preparation for the profession. The risk is that, for students, assessment drives curriculum, and time spent in the completion of assignments is no guarantee of either effective learning or authentic preparation for teaching. Interviews as assessment provide an opportunity for a learning experience as well as an authentic task, since students will shortly be interviewing for employment in a “real world” situation. This paper 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 enrolled in the 4-year Bachelor of Education program. Students and panel members completed a questionnaire on their experience after the interview. Results indicated that both students and staff valued the experience and felt it was authentic. Results are discussed in terms of how the assessment interview and portfolio presentation supports graduating students in their preparation for employment interviews, and how this authentic assessment task has benefits for both students and teaching staff. 相似文献
18.
This study explores the perspectives of students, teachers and parents to evaluate the use of digital portfolios as an additional
way to capture and enhance the learning of elementary students in a public school setting and as an opportunity to communicate
this learning to parents. The research questions address four problems: complex assessment of learning, parental participation,
and student and teacher satisfaction and the impact of the portfolio on teaching methods. Particularly, we are interested
in the subjective satisfaction of students, teachers and parents in the portfolio development process. We are also interested
in whether students learn to reflect constructively on their work, whether teachers have changed their teaching methods and
whether parents believe the portfolio was used or could be used for enhanced communications. 相似文献
19.
Huey‐Ling Lin Nedra Hazareesingh Janet Taylor Jeffrey Gorrell Helen L. Carlson 《Journal of Early Childhood Teacher Education》2013,34(3):135-150
Abstract In this study we examined 382 preservice teachers’ perceived efficacy, their beliefs regarding teaching and learning, and the relationship between these two variables by analyzing quantitative and qualitative data using a modified version of the Gibson and Dembo Teacher Efficacy Scale and six open‐ended questions. A general linear model analysis revealed that several factors differ across certain preparation programs. Preservice teachers’ efficacy beliefs increased at the end of these two different teacher education programs. Qualitative analyzes revealed variance in preservice teachers’ beliefs about teaching and learning between the two majors and in the two locations which they were studying. Most ending‐level preservice teachers had adopted the views of the way teachers are supposed to teach promoted by the particular teacher education program. The internal program coherence, program structural contexts, program's goals, and learning experiences in the program may act as important factors on preservice teachers’ beliefs. © 2001 Elsevier Science Inc. All rights reserved. 相似文献