CHI TIẾT NGHIÊN CỨU …
Tiêu đề
The pre-service teacher portfolio: A formative approach
Tác giả
Bruneau O.; Bie A.
Năm xuất bản
2010
Source title
International Journal of Learning
Số trích dẫn
3
DOI
10.18848/1447-9494/cgp/v17i07/47146
Liên kết
Tóm tắt
This paper presents a foundation for the implementation of an electronic portfolio process as part of the formative evaluation of pre-service educators and would be helpful for any college or university program that is initiating or modifying a portfolio system. The process used in the teacher education program at this undergraduate liberal arts college is a developmental, phased approach that begins in the first year. Students are introduced to the portfolio process during their first year January Term practicum. In the junior year, the semester before student teaching, the students present a "working portfolio" that has artifacts representing each of the 10 competencies. The students are assigned to a portfolio advisor who will stay with them through the working and professional presentations. The expectation is that all artifacts presented at the introductory or developing level will be replaced with artifacts representing the advanced level and taken from the student teaching semester. The professional presentation session takes place toward the end of the senior student teaching experience. In past years each portfolio advisor has invited a working educational professional to be his/her partner for the student presentations, but the need for more student to student involvement led to a change in this model. In cohort groups of three to four, the students now review each other's work, ask questions, and provide evaluative information through both formal and informal means. Future plans for the portfolio model include new evaluation rubrics, response to the state's new core curriculum, and issues of inter-rater reliability. © Common Ground, Odette Bruneau, Andrea Bie.
Từ khóa
Artifacts; Competencies; Dispositions; E-Portfolio; Formative evaluation; Portfolio; Rubrics
Tài liệu tham khảo
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Nơi xuất bản
Common Ground Research Networks
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus