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ERIC Number: ED444950
Record Type: Non-Journal
Publication Date: 2000-Apr-26
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Through the Looking-Glass Portfolio: The Journey of Preservice Teachers in Becoming Reflective Practitioners.
Peters, William H.
To gain insights into preservice teachers' growing capacity to be exploring, reflective practitioners, portfolio assessment is being adopted in some teacher education programs. The teacher as reflective practitioner and portfolio assessment became the foundations of one Carnegie-I research university's four-phase secondary education program. Portfolios in this university's program are used to promote self-analysis and critical reflection and to document the candidate's learning, growth, and development. The four phases of the program were designed using exploration, inquiry, problem solving, and decision making as key concepts to denote stages considered appropriate in the journey toward becoming a reflective practitioner. The four phases are: self-directed experiences with adolescents (the exploring practitioner); understanding teaching and schools in modern society (the inquiring practitioner); developing skills to meet the needs of society and students (the problem-solving practitioner); and developing and demonstrating skills to organize content and technology for use in classrooms (the decision making practitioner). Program assessment suggests the coursework as measured by the program goals is effective, with portfolios reflecting preservice teachers as they wander through their journeys, find their voices, and define themselves and their profession. (Contains 20 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A