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International Journal of ePortfolio, v3 n2 p99-115 2013

This instructional article outlines the qualities of effective ePortfolios and how reflection and student growth is measured. Student exemplars and assessment rubrics show how, despite changing tools and evolving standards, sustained collaboration and student coaching yields reflective practitioners in content areas and in technological knowledge. As part of summative assessment within a teacher preparation program, teacher candidates prepare an ePortfolio to demonstrate reflective practice and growth in learning across their arts and humanities programs (e.g., within the Music K-12, History and Social Sciences 6-12, and English 6-12 teacher licensure programs). This article illustrates the importance of privileging meta-cognitive practices that facilitate student ownership of their own learning and growth. Used not as compilation of artifacts, ePortfolios are instead positioned as a pedagogical space where teaching and learning are as transparent as possible. As such, ePortfolios examples and practices are exemplified and discussed within the pedagogical content knowing and technological pedagogical content knowledge frameworks.

Descriptors: Portfolios (Background Materials), Portfolio Assessment, Electronic Publishing, Summative Evaluation, Preservice Teacher Education, Preschool Teachers, Reflective Teaching, Metacognition, Pedagogical Content Knowledge, Technological Literacy, Social Media, Electronic Journals, Student Journals

Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep[at]vt.edu; Web site: http://www.theijep.com

Autor: Parkes, Kelly A.; Dredger, Katie S.; Hicks, David

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1131&id=EJ1107797

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