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The objective of this study was to investigate effective applications of portfolios based on research literature and practice in two distinct teacher education programs. During the study it quickly became apparent that the metaphors used to describe portfolios help elucidate how the profession perceives their appropriate use. In fact, the term portfolio is a metaphor educators have borrowed from artists. In some cases, the portfolio becomes a metaphor for statistical references. A second metaphor is the portfolio as tool, and another is the portfolio as conversation. At one school of education, portfolio use was well-established, and descriptions of portfolio use were very complete. At the second site, there was a strong focus on affective factors in learning, and there was considerable uncertainty about the direction state requirements for accreditation would take. In many ways, at both schools, the portfolio became the context for learning how to interact professionally. Conceptualizing the portfolio as tool and as conversation were the metaphors most commonly found at both schools. The challenge for teacher preparation programs is to find ways of implementing the portfolio in ways that promote professional growth and program enhancement while maintaining conversations that are succinct and scintillating. (Contains 35 references.) (SLD)

Descriptors: Metaphors, Performance Based Assessment, Portfolios (Background Materials), Preservice Teachers, Teacher Education











Autor: Walker de Felix, Judith

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7385&id=ED442864



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