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This book provides a research-based guide to using ePortfolios to
develop critically reflective teachers capable of transformative
learning. It begins with a reconceptualization of critical
reflection in teacher education, then analyzes the social discourse
of prospective teachers' teaching practice through the narratives
in their ePortfolios, triangulated by longitudinal classroom
teaching observation and interviews. The results of the research
indicate that prospective teachers reflections are performative and
do not typically trigger transformative learning, in large part
because of mismatches among the structures of the ePortfolio, the
goals of the teacher education program, and supervisory practices.
With this analysis in hand, the book turns to practical questions,
providing a framework, examples, and tips for teacher educators to
use the author s methods to understand, analyze, and support
prospective teachers transformative learning through their
ePortfolio narratives and classroom practice. "
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