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ERIC Number: EJ810849
Record Type: Journal
Publication Date: 2008-Jan
Pages: 13
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0887-8730
Transitioning from Students to Professionals: Using a Writing across the Curriculum Model to Scaffold Portfolio Development
Elliott, Lori; Daily, Nancy Lee; Fredricks, Lori; Graham, Meadow Sherrill
Teacher Educator, v43 n1 p46-58 Jan 2008
Teacher educators have found portfolios to be a valuable way to judge readiness for student-teaching and initial certification as well as an effective means of examining and validating teacher preparation programs. Tension exists between using the portfolio as a product for evaluation and maintaining its focus as a personal examination, synthesis, and reflection on becoming a teacher. This qualitative action research study was designed to explore the effects of incorporating writing workshops built on Writing Across the Curriculum (WAC) principles into the initial portfolio process required of students during their first semester in an undergraduate middle-grades teacher-education program. Findings indicate that the students approached the portfolio requirement from a consumer perspective and that writing anxiety was a major obstacle. Implications of the study point to a need for student writing support for the portfolio and a need to view the portfolio construction process as a critical step in the transition from student to professional educator.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A