ERIC Number: ED409274
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
The Telling of Story: Teachers Knowing What They Know.
This case study documents one graduate student's reflections on her personal and professional development as a teacher as part of a portfolio project. Her story describes how she has blended a teaching philosophy that combines the traditional pedagogy of her own early education with her subsequent experiences as a student and as a teacher using non-traditional approaches. She reflects on the traditional conserving influences that have shaped her existence and the role they play in a sense of security and connection to the dominant culture. The use of portfolio evaluation enabled her to view her less traditionally-constructed curricula in a positive way, having previously judged it only against traditional standards. Through reflection, she was able to discover the self-validity in a progressive approach. The telling of story is used in this case to document professional knowledge and the value of the portfolio as a tool for reflection. (JLS)
Descriptors: Case Studies, Elementary Secondary Education, Evaluation Methods, Graduate Students, Graduate Study, Higher Education, Individual Development, Portfolio Assessment, Portfolios (Background Materials), Professional Development, Reflective Teaching, Student Evaluation, Teacher Attitudes, Teacher Education, Teacher Improvement
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).