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ERIC Number: EJ833608
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0890-6459
Developing a Critical Lens among Preservice Teachers while Working within Mandated Performance-Based Assessment Systems
Moss, Glenda
Teacher Education and Practice, v21 n2 p146-159 Spr 2008
This article addresses the dilemma of promoting critical pedagogy within portfolio assessment, which has been implemented in many teacher education programs to meet state and national mandates for performance-based assessment. It explores how one teacher educator works to move portfolio assessment to a level of critical self-reflection that prepares teachers to address the complex issues presented by a multicultural society. First, this article describes the ways that critical inquiry methods, democratic dialogue, and portfolio assessment can be integrated to the study of theory and preservice teachers' self-reflection as a bridge to developing a critical lens for classroom practice and a democratic society. Second, it presents preservice teachers' narratives of critical self-reflection. (Contains 3 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A