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ERIC Number: EJ1137007
Record Type: Journal
Publication Date: 2007-Jul
Pages: 18
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: EISSN-1931-4744
Portfolio Assignments in Teacher Education: A Tool for Self-Regulating the Learning Process?
Strijbos, Jetske; Meeus, Wil; Libotton, Arno
International Journal for the Scholarship of Teaching and Learning, v1 n2 Article 17 Jul 2007
This study examines the effects of a portfolio programme on self-regulation--and thus among third year students of teacher education training to be secondary school teachers. Data collection was by means of self-reporting before, during and after the portfolio programme and via perception questionnaires. The study indicates a significant increase in self-regulation. The portfolio programme therefore improves students' capacity to go through their learning process independently, although the analysis also shows that the rising score with respect to the construct "self-regulation" stems from the increase of only one sub-scale (regulation). The comparison of the students' own opinions with those of the portfolio supervisors also reveals the weak links in the self-regulation cycle. Students have difficulty evaluating and re-orientating their learning process. It also appears that students do not set and/or implement new objectives themselves, which means that they cannot regulate their own learning process on a completely independent basis because they have not thoroughly mastered all the components of the self-regulation cycle.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium