Using an analogy in the introduction of a portfolio

Tartwijk, Jan van; Rijswijk, Martine van; Tuithof, Hanneke; Driessen, Erik

doi:10.1016/j.tate.2007.11.001

Cited by 17 publications

(6 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Here, Struyven et al (2014) found that teacher trainers and mentors considered the portfolio a useful instrument in the assessment of teaching competencies. Van Tartwijk, Van Rijswijk, Tuithof, and Driessen (2008) shows that an analogy between portfolio and professional methods, as for example application letters, helped students to understand and appreciate the portfolio model. The third promoting dimension is Critical thinking, as this dimension is fundamental both in academia and in the teaching professions.…”

Section: The Portfolio Modelmentioning

confidence: 99%

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

Råde

2018

Education Inquiry

View full text Add to dashboard Cite

This paper deals with possibilities and difficulties involved in the integration of academic and professional goals in two final thesis models in European teacher education, the thesis model and the portfolio model. The methodology used is a review of relevant research articles. The thesis model was identified in 19 articles and the portfolio model in 41 articles. Five dimensions were found to promote the integration of the two kinds of goals while four hamper this integration. The dimensions identified are similar in the two models. The implications of this result for future teachers are discussed using the concepts of vertical and horizontal discourses. One such implication is that teacher education should use the adaptive function of the final thesis in a more developed way in order to strengthen the fusion of academic and professional orientation in the education.

show abstract

Section: The Portfolio Modelmentioning

confidence: 99%

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

Råde

2018

Education Inquiry

View full text Add to dashboard Cite

show abstract

“…Lecturers and people-in-charge are also encouraged to present their research work before the faculty members in order to stress the significance of this issue and to evaluate it. Similar to what Tartwijk and others (Tartwijk et al, 2007) did in their simulate experiment; they compared portfolios to a tool of advancing employees in their work. It might be initiated to launch an academic resource for the members of faculty, which would publicize the members of faculty on the internet, which one of its requests would be a summary of the same portfolio.…”

Section: Summary Discussion and Recommendationsmentioning

confidence: 92%

Portfolio as a Stimulus for Improving the Work of Teacher Educators: An Experience at a College in the Arab Sector

Khalil¹

2014

View full text Add to dashboard Cite

The present article examines the contribution of building a portfolio to the professional development of teacher educators, and the effectiveness of their progress within the organized framework. The results of long-time research that was carried out in a college for teachers' education show the contribution of the derivative works that contain reflection and accompanies reflective thinking meetings for professional progress of teacher educators; for strengthening their motivation; for improving their level of education and ensuring its quality; to develop their involvement in the duty they are fulfilling and for a annual and future planning cultivation. Moral education, values and attitudes via acquiring knowledge in science content knowledge as Dreyfus (1995) emphasized that "biological knowledge is a prerequisite for the development of students' values and attitudes". Science knowledge role is not only for academic achievement and mastery of cognitive and metacognitive skills, but to educate students on the affective domain being active in the community life based on moral and ethical values, and positive attitudes toward societal issues, like social justice, preservation of the environment and peace, the last two being addressed due to the fact of having a mutual impact connection in one of the STS learning units presented.

show abstract

“…Student teachers finalise each practice period by composing a portfolio to show the level of their professional performance by including documents, videos and evaluations illustrating their abilities (cf. van Tartwijk et al 2008). Student teachers are also supervised by university supervisors, who, amongst others, visit the student teacher periodically at their placement school, provide them with feedback on methods and theory and monitor developmental progress throughout teacher education.…”

Section: Contextmentioning

confidence: 99%

Changes in sensed dis/continuity in the development of student teachers throughout teacher education

Rijswijk

Bronkhorst

Akkerman

et al. 2018

European Journal of Teacher Education

Self Cite

View full text Add to dashboard Cite

Initiatives aimed at supporting student teachers for entering and staying in the teaching profession require a better understanding of the nature of student teachers' development as it unfolds during teacher education. Accordingly, we focused on changes in the extent to which student teachers perceive and expect dis/continuity in their development during the programme. The design of the study included 25 authentic supervision dialogues/conversations, enabling the analysis of development within and across six student teachers' developmental trajectories. Findings showed that student teachers' initial sense of dis/continuity is not necessarily predictive of progress and (un)successful completion of teacher education. Furthermore, sensed dis/continuity varies differently over time in student teachers, both in terms of when it changes as well as in terms of with what types of past perceptions and future expectations these changes occur.© 2018 The author(s). published by informa uK limited, trading as Taylor & francis Group. This is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

show abstract

Using an analogy in the introduction of a portfolio

Cited by 17 publications

References 21 publications

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation

Portfolio as a Stimulus for Improving the Work of Teacher Educators: An Experience at a College in the Arab Sector

Changes in sensed dis/continuity in the development of student teachers throughout teacher education

Contact Info

Product

Resources

About