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: | https://hdl.handle.net/1822/46913 |
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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Guided portfolio writing as a scaffold for reflective learning in in-service contexts: A case studyIn-service learningReflectionPortfolioWritingScaffoldingreflectionCiências Sociais::Ciências da EducaçãoSocial SciencesLanguage 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.Fundação para a Ciência e a Tecnologia (FCT), Portugal. PEst-OE/CED/UI1661/2011] through CIEd (Centro de Estudos em Educação). PEst-OE/CED/UI0317/2014] through CIEC.info:eu-repo/semantics/publishedVersionRoutledgeUniversidade do MinhoPereira, Íris SusanaParente, Maria Cristina CristoSilva, Cristina Vieira2016-072016-07-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/46913engPires Pereira, Í. S., Cristo Parente, M. C., & Vieira da Silva, C. (2016). Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study. Teacher Development, 20(5), 614-6301366-45301747-512010.1080/13664530.2016.1185029http://www.tandfonline.com/doi/abs/10.1080/13664530.2016.1185029info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-30T01:28:44Zoai:repositorium.sdum.uminho.pt:1822/46913Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:51:40.745472Repositório 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 Pereira, Íris Susana In-service learning Reflection Portfolio Writing Scaffolding reflection Ciências Sociais::Ciências da Educação Social Sciences |
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 |
Pereira, Íris Susana |
author_facet |
Pereira, Íris Susana Parente, Maria Cristina Cristo Silva, Cristina Vieira |
author_role |
author |
author2 |
Parente, Maria Cristina Cristo Silva, Cristina Vieira |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Pereira, Íris Susana Parente, Maria Cristina Cristo Silva, Cristina Vieira |
dc.subject.por.fl_str_mv |
In-service learning Reflection Portfolio Writing Scaffolding reflection Ciências Sociais::Ciências da Educação Social Sciences |
topic |
In-service learning Reflection Portfolio Writing Scaffolding reflection Ciências Sociais::Ciências da Educação Social Sciences |
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 2016-07-01T00:00:00Z |
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 |
https://hdl.handle.net/1822/46913 |
url |
https://hdl.handle.net/1822/46913 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Pires Pereira, Í. S., Cristo Parente, M. C., & Vieira da Silva, C. (2016). Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study. Teacher Development, 20(5), 614-630 1366-4530 1747-5120 10.1080/13664530.2016.1185029 http://www.tandfonline.com/doi/abs/10.1080/13664530.2016.1185029 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Routledge |
publisher.none.fl_str_mv |
Routledge |
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 |
repository.mail.fl_str_mv |
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1799133105506746368 |