Teaching portfolios, community, and pre-service teachers' professional development

被引：30

作者：

Wray, Susan ^{[1
]}

机构：

[1] Montclair State Univ, Montclair, NJ 07043 USA

来源：

TEACHING AND TEACHER EDUCATION | 2007年 / 23卷 / 07期

关键词：

teaching portfolios; teacher learning communities; pre-service teacher education;

D O I：

10.1016/j.tate.2006.10.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article describes the findings of a qualitative study examining the extent to which participation in a portfolio-focused teacher learning community impacts pre-service teachers' understanding and development of a teaching portfolio. Additionally, the author was interested in understanding how, whether, and in what ways the group's participants attribute their own professional development to the portfolio's construction. Findings indicate that most students found the process of selecting artifacts, reflecting on coursework and fieldwork experiences while constructing their teaching portfolios contributed to their growth and development. Students also reported the dialogic and collaborative nature of the teacher learning community enhanced their growth and development as well as their overall understanding of the portfolio requirement. (c) 2006 Elsevier Ltd. All rights reserved.

引用

页码：1139 / 1152

页数：14

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