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E-Portfolios in Teacher
Education – developing
reflective thinking
Ivana Cimermanová
We cannot teach people anything; we can only help them discover it within themselves.
Galileo Galilei
Essential teaching skills
TEACHER
reflection and evaluation
Lesson
planning
Lesson
presentation
Lesson
management
Classroom
climate
discipline
Assessing
pupils’ progress
Kyriacu (1996)
Self-improvement
Self-reflection
Self-evaluation
Self-confidence
Self-control
Self-regulation
Self-creation
Hupková a Petlák (2004)
Reflection of own work and evaluation
feedback
(self)reflection
Followed by analysis, evaluation of the process, aim, defining conclusions for further teaching
Functions of self-reflection
Cognitive (evaluation of own performance,
finding strength and weaknesses)
Feedback (ulearning about the students’,
teachers’ reactions)
development (sets new aims, wazs, methods
and techniques)
preventive (space for considering future
reactions in particular sitiuations)
relax (reminding the positive and successful
situations)
Kalhous, Obst (2002, 108-109s.)
Self assessment
Petty (2009, 517p.) – recalls the experiential learning cycle (see Kolb) and defines four phases (phases/stages should be followed un sequence)
Concrete experience
Reflect on experience
abstract conceptualisation
plan active experimentation
Types of portfolio - aim
Granberg, 2010
Porfolio – archive
- accessaibility
- collection of artefacts
Porfolio – evaluation
- product-focused
- structure, control
- Summative evaluation
Porfolio – learning
- Process focused
- integration
- Formative evaluation
Portfolio (not only) in language education
1997 2006 2007 201?
Portfolio in teaching practice
Flexible document, resp. data collection that contain information about the work of his/her owner.
a systematic and organized collection of evidence used by the teacher and student to monitor growth of the student's knowledge, skills, and attitudes in a specific subject area
(Blake et al., 1995)
Aim of the portfolio
Supports the owner’s reflective statement, process also involves self-assessment
Enables to present the qualities of the teacher and at the same time it documents his/her professional development
In case of objective analysis and reflection it helps to identify and formulate the areas for improvement
Collect-Select-Evaluate
P. includes the evidence from various
sources - syllabus, student work samples, self-reflection, research reports
In the process of selction and organisation of material – analysis of own learning, learning itself leads
to further progress
Parts of portfolio
Generally divided into three basic parts (ELP, EPOSTL, učiteľské portfólio)
Philosophy and motivation
Self-evaluation in the form of „I can“ descriptors
Collection of artifacts (different pupils’ tasks, types/samples of pupils’ work)
EPOSTL – self-evaluation
18.2.2014
22.4.2014
student
pre-service teacher
Meth teacher
feedback
triangulation
ePortfolio
Some possibilities
iWebfólio
Eportfolio web sites Blog Digital
Portfolio
Advantages of Portfolios
Captures the complexity of teaching
Places responsibility for evaluation in the hands of faculty (in our case student)
Encourages improvement and reflection
Fosters a culture of teaching
Edgerton, Hutchings a Quinlan (1991, s. 4-6,
In: Kaplan, M.)
E-portfolio
Shared practice
feedback, honest dialogue
Trial and error willingness to try and
fail
Need of support by a community that encourages such risks.
(Palmer, 2007; 1st ed.)
„enriched“ reflection
Concrete
experience
Reflective
observation
Abstract
conceptualisation
Active
experimentation
Input from professional
research, theorizing
Other people’s
experiments
Vicarious
experience
Other
people’s
observation
Penny Ur, 1996
Problem areas
Technical skills
internet problems
In case of SW packahed online – closing systems (e.g. Cambridge)
Fázy tvorby UP
Phase 1
data
collection
Trunda (2012) Profesijní portfólio učitele. Soubor
metod k hodnocení a sebehodnocení
Fázy tvorby UP
Phase 1 Phase 2
data
collection
self-
evaluation
Trunda (2012) Profesijní portfólio učitele. Soubor
metod k hodnocení a sebehodnocení
Fázy tvorby UP
Phase 1 Phase 2 Phase 3
data
collection
self
evaluation
presentation
(meth
teacher)
Trunda (2012) Profesijní portfólio učitele. Soubor
metod k hodnocení a sebehodnocení
Fázy tvorby UP
Phase 1 Phase 2 Phase 3 Phase 4
professional
development
plan
Trunda (2012) Profesijní portfólio učitele. Soubor
metod k hodnocení a sebehodnocení
data
collection
self
evaluation
presentation
(meth
teacher)
Moodle – students’ feedback
Moodle – teacher’s feedback
E-space in pre-gradual education
Autonomous development of pre-service teachers
E-courses E-forum E-portfolio
Enriched feedback
Pupil/ student
Pre-service teacher
Meth teacher
feedback Training
school
other
Self-reflection – one of the main pillars of self-
enhancement
To increase objectivity of self-reflection – community
Accessibility of the content to community – e-space
ePortfolio
Evaluation tool – if well-understood by pre-service teacher and meth teacher (alt. teacher and management) can provide a realistic picture about his/her work
ePortfólio in teacher trainer preparation
student – teacher must „look in the mirror“ and to see his//her work constructively and self-critically
motivating factor for further development, what is positively reflected in his/her work, results and generally in the atmosphere atmosphere in a class
Other benefits
Social support of community that can provide objective and sincere feedback;
Eliminátion of negative thinking
Increase of self-confidence
Evaluation tool
Presentation tool (aj smerom k rodičom a verejnosti)
Cooperation with „training schools“