Program portfolios: documenting teachers’ growth in reflection‐based inquiry

Fox, Rebecca K.; White, Christopher C.; Kidd, Julie K.

doi:10.1080/13540602.2011.538506

Cited by 21 publications

(21 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Fox, White & Kidd (2011) analyzed the portfolio reflections of practicing teachers studying in a Masters program to discern the degree to which the teachers viewed themselves as reflective inquirers of their classroom practice. Levels of reflection ranged from awareness of classroom issues to collecting and analyzing student data to determine needs, taking action, and eventually seeing the implications of their inquiry beyond the classroom.…”

Section: Discussionmentioning

confidence: 99%

Self-Assessment of Professional Growth Through Reflective Portfolios

Nickel

2013

phro

View full text Add to dashboard Cite

This study aims to discern how teacher candidates develop reflective capacity by self-assessing their portfolios. While the goal was to help first-year teacher candidates assess their progress toward achieving provincial teaching competencies, many called attention to the interconnections between their academic artifacts and their personal profiles. This led the researcher to refine the focus of the portfolio to the emergence of professional identity and developing structures to support this type of self-awareness.Cette étude vise à trouver comment les futurs enseignants développent la capacité de réflexion par l’auto-évaluation sur leurs portfolios. Bien que le but était d’aider les enseignants en première année de formation à évaluer leurs progrès vers la réalisation des compétences provinciales, plusieurs d’entre eux ont attiré l’attention des chercheurs sur les liens entre leurs artéfacts universitaires et leurs profils personnels. Ce développement a conduit les chercheurs à affiner la finalité du portfolio pour soutenir l’émergence d’une identité professionnelle et au développement des structures pour soutenir cette forme de connaissance de soi

show abstract

Section: Discussionmentioning

confidence: 99%

Self-Assessment of Professional Growth Through Reflective Portfolios

Nickel

2013

phro

View full text Add to dashboard Cite

show abstract

“…Los estudiantes producen periódicamente diarios, revistas, registros y portafolios electrónicos para reflexionar sobre su experiencia (Roberts, 2009). Los portafolios de enseñanza se han utilizado en programas de formación de profesores como una herramienta para organizar y presentar el desempeño de los maestros y fomentar su reflexión (Granberg, 2010;Sung et al, 2009) y la autoconciencia (Cimer, 2011 habilidades de reflexión de los estudiantes (Fox, White, y Kidd, 2011) y animarlos para estudiar más regularmente (Cimer, 2011). Al igual que los blogs, los portafolios pueden combinarse con la interacción entre pares (Sung et al, 2009).…”

Section: Procedimientos De Búsqueda De Literaturaunclassified

“…Pueden incluir preguntas y sugerencias en diferentes procesos. Por ejemplo, se pueden utilizar guías de reflexión (Cimer, 2011, Fox et al, 2011, McNeill et al, 2010, Roberts, 2009). …”

Section: Autoresunclassified

Untitled

Kori¹,

Leijen²,

Mäeots³

2017

rev.electron.educ.pedagog

View full text Add to dashboard Cite

Para citar este artículo /To reference this article /Para citar este artigoKori, K., Pedaste, M., Leijen, Ä., y Mäeots, M. (2017). Apoyando la Reflexión en el Aprendizaje Asistido por Tecnología. Revista Electrónica en Educación y Pedagogía, 1(1), 134-157. doi: http://dx.doi.org/10.15658/rev.electron.educ.pedagog17.09010109. Recibido: Julio 12 de 2017Resumen: La reflexión ha sido considerada como un proceso que conduce a un aprendizaje más profundo y a una estructura de conocimiento integrada. Varios estudios sostienen que la reflexión es más eficaz cuando reciben apoyo específico. El aprendizaje asistido por tecnología es reconocido como un facilitador efectivo que apoya el aprendizaje del estudiante. Este estudio, presenta una revisión de artículos de investigación que han introducido el tema del apoyo a la reflexión, en el contexto del aprendizaje asistido por tecnología en los últimos seis años (2007)(2008)(2009)(2010)(2011)(2012). Se distinguen tres tipos de soporte: herramientas técnicas, herramientas técnicas con orientación predefinida, y herramientas técnicas con interacción humana guiada. La mayoría de los artículos analizados se basaron en evidencia empírica sobre la efectividad del apoyo a la reflexión. Algunos artículos sólo dieron una discusión argumentativa para justificar como la reflexión debe ser apoyada. Se demostró que todos estos tipos de apoyo podrían tener un efecto positivo en la reflexión; Sin embargo, no todos los estudios encontraron efectos positivos.Palabras clave: Aprendizaje por consultas, aprendizaje asistido por tecnología, entornos de aprendizaje, reflexión de apoyo, revisión de literatura (palabras clave de los autores). Apoiando reflexão em aprendizagem assistido por tecnologiaResumo: A reflexão tem sido considerada como um processo que leva a uma aprendizagem mais profunda e a uma estrutura de conhecimento mais complexa e integrada. Vários estudos argumentam que a reflexão é mais efetiva quando tem suporte específico. Os ambientes de aprendizagem melhorados pela tecnologia têm sido reconhecidos como facilitadores efetivos que apoiam a aprendizagem dos alunos. Este estudo apresenta uma revisão de artigos que tem introduzido o tema do apoio à reflexão, no contexto da aprendizagem assistida pela tecnologia nos últimos seis anos (2007)(2008)(2009)(2010)(2011)(2012). São distinguidos três tipos de suporte: ferramentas técnicas, ferramentas técnicas com orientação pré-definida e ferramentas técnicas com orientação de interação humana guiada. A maioria dos artigos analisados se basearam em evidências empíricas sobre a efetividade do apoio à reflexão. Alguns artigos apenas deram uma discussão argumentativa para justificar como a reflexão deve ser apoiada. Foi demonstrado que todos estes tipos de apoio poderiam ter um efeito positivo na reflexão; no entanto, não todos os estudos encontraram efeito positivo. Palavras-chave:Aprendizagem inquérito, aprendizagem assistida por tecnologias, ambientes de aprendizagem, apoio reflexão, revisão da literatura (palavras-chave dos autores). INTR...

show abstract

“…It is important to note that we encourage students to maintain their own privacy and comfort; students are encouraged to disclose only that with which they are comfortable disclosing. The orientation to critical self-reflection is common to service learning approaches, and is especially prominent in the fields of social work (e.g., Fook, 1999;Heron, 2005;Lam, Wong & Leung, 2007) and education (e.g., Calderhead, 1989;Freire, 1973;Fox, White & Kidd, 2011;Gay & Kirkland, 2003;hooks, 2010;Kyles & Olafson, 2008;Smyth, 1989). Self-reflection encourages the kind of thinking that is necessary to make creative and sound judgments in challenging situations (Lam, Wong, & Leung, 2007) and it is also an important tool for developing the emotional resilience necessary to work with vulnerable people (Grant, Kinman, & Alexander, 2014).…”

Section: Teaching Self-awarenessmentioning

confidence: 99%

Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course

Cairney¹,

Breen

2017

cjsotl-rcacea

View full text Add to dashboard Cite

Experiential community-based learning is used for academic purposes, as well as to promote students’ civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning. In this study we examine students’ learning in a third year undergraduate practicum course in the human services through the lens of narrative identity theory. Nine students (ages 20-26) who had recently completed the practicum course completed a semi-structured interview focusing on the story of their practicum experience and their changing conceptions of self and others. Results of thematic analyses suggest that students experienced important shifts in their understanding of self and others and their learning occurred through engagement with others’ stories. Students who worked with vulnerable populations reflected on the biases and stereotypes they held prior to their practicum experience and described developing new insights into the experiences and social realities of marginalized others. Experiences of discomfort/disorientation and active-engagement in reflective meaning-making were critical to students’ learning. We discuss implications for incorporating narrative in teaching and learning. On a recours à l’apprentissage par l’expérience en milieu communautaire à des fins académiques, ainsi que pour encourager l’éducation civique, le développement moral et le développement de l’identité des étudiants. Les récents développements dans la théorie de l’identité narrative pourraient avoir des implications importantes pour enrichir notre compréhension de la manière dont l’apprentissage se réalise dans le contexte de l’apprentissage en milieu communautaire. Dans cette étude, nous examinons l’apprentissage des étudiants dans un stage pratique de troisième année au premier cycle dans le domaine des ressources humaines à travers la lorgnette de la théorie de l’identité narrative. Neuf étudiants (âgés de 20 à 26 ans) qui avaient récemment terminé le stage ont complété une entrevue semi-structurée concentrée sur leur expérience au cours du stage et sur les changements survenus dans leurs conceptions de soi et d’autrui. Les résultats des analyses thématiques suggèrent que les étudiants ont fait l’expérience de changements importants dans leur compréhension de soi et d’autrui et que leur apprentissage s’est réalisé grâce à leur engagement dans les histoires d’autrui. Les étudiants qui ont travaillé avec des populations vulnérables ont réfléchi à propos des préjugés et des stéréotypes auxquels ils adhéraient avant le stage et ils ont décrit comment ils avaient développé de nouvelles perspectives sur les expériences et les réalités sociales des personnes marginalisées. Les expériences d’inconfort et de désorientation ainsi que l’engagement actif dans la recherche de la signification ont constitué des éléments essentiels dans l’apprentissage des étudiants. Nous discutons les implications qu’il y aurait à incorporer les récits descriptifs dans l’enseignement et l’apprentissage.

show abstract

Program portfolios: documenting teachers’ growth in reflection‐based inquiry

Cited by 21 publications

References 25 publications

Self-Assessment of Professional Growth Through Reflective Portfolios

Self-Assessment of Professional Growth Through Reflective Portfolios

Untitled

Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course

Contact Info

Product

Resources

About