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ERIC Number: ED366000
Record Type: RIE
Publication Date: 1993-Dec
Pages: 22
Abstractor: N/A
Reference Count: N/A
Reinventing a Composition Methods Course in Secondary English Education.
Fox, Dana L.
A case study narrates the development of one preservice teacher enrolled in a composition methods course that was based on inquiry, reflection, collaboration, and theory-building. Much of the course content centered on exploring, extending, and even transforming future secondary English teachers' beliefs about writing instruction and assessment. The culminating experience in the course was the development of a portfolio, a document which contained representative writing samples and demonstrated reflection and growth. The subject's portfolio was organized into six parts: personal history, personal writings, "think" pieces, biography of a "think" piece, student ethnographic project, and final retrospective piece. Qualitative analysis of the portfolio indicated that (1) throughout her schooling, the subject struggled to find her voice, to feel confident in her own abilities; (2) the "think" pieces helped the subject to get a clearer picture of herself as a teacher; and (3) the mini-ethnographic project proved most meaningful for the subject. Findings suggest that through autobiographical narratives, mini-ethnographic projects, and other experiences, the subject (as well as the other preservice teachers in the course) began to take the first steps toward the construction of their own personally situated theories of teaching, learning, and assessment. (A figure describing the categories of portfolio artifacts is included. Contains 28 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Portfolio Approach; Preservice Teachers; Writing Contexts
Note: Paper presented at the Annual Meeting of the National Reading Conference (43rd, Charleston, SC, December 1-4, 1993).