Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/20.500.11796/2340 |
Resumo: | Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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7160 |
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Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case studyEscritaAprendizagem reflexivaEducador de infânciaPortfólioFormação contínuaLanguage is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts.Routledge: Taylor & Francis Group2016-07-26T09:27:37Z2016-07-21T00:00:00Z2016-07-21info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/20.500.11796/2340eng1747-512010.1080/13664530.2016.1185029Silva, Cristina VieiraPereira, Íris Susana PiresParente, Maria Cristina Cristoinfo:eu-repo/semantics/embargoedAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-05-23T16:14:01Zoai:repositorio.esepf.pt:20.500.11796/2340Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:55:10.343476Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study |
title |
Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study |
spellingShingle |
Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study Silva, Cristina Vieira Escrita Aprendizagem reflexiva Educador de infância Portfólio Formação contínua |
title_short |
Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study |
title_full |
Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study |
title_fullStr |
Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study |
title_full_unstemmed |
Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study |
title_sort |
Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study |
author |
Silva, Cristina Vieira |
author_facet |
Silva, Cristina Vieira Pereira, Íris Susana Pires Parente, Maria Cristina Cristo |
author_role |
author |
author2 |
Pereira, Íris Susana Pires Parente, Maria Cristina Cristo |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Silva, Cristina Vieira Pereira, Íris Susana Pires Parente, Maria Cristina Cristo |
dc.subject.por.fl_str_mv |
Escrita Aprendizagem reflexiva Educador de infância Portfólio Formação contínua |
topic |
Escrita Aprendizagem reflexiva Educador de infância Portfólio Formação contínua |
description |
Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-07-26T09:27:37Z 2016-07-21T00:00:00Z 2016-07-21 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/20.500.11796/2340 |
url |
http://hdl.handle.net/20.500.11796/2340 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1747-5120 10.1080/13664530.2016.1185029 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/embargoedAccess |
eu_rights_str_mv |
embargoedAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Routledge: Taylor & Francis Group |
publisher.none.fl_str_mv |
Routledge: Taylor & Francis Group |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799131626391732224 |