Teachers' Experiences of Using a Portfolio for Teaching, Learning, and Assessment in Lesotho Primary Schools

Autor/inn/en	Chere-Masopha, Julia; Mothetsi-Mothiba, Lipuo
Titel	Teachers' Experiences of Using a Portfolio for Teaching, Learning, and Assessment in Lesotho Primary Schools
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2023969 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chere-Masopha, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2021.2023969
Schlagwörter	Foreign Countries; Elementary School Teachers; Portfolios (Background Materials); Teaching Methods; Educational Strategies; Teacher Attitudes; Evaluation; Learning; Lesotho + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Lehrerverhalten; Evaluierung; Lernen
Abstract	This study investigated the experiences of Lesotho primary school teachers of using a portfolio as a strategy for teaching, learning, and assessment. The Curriculum and Assessment Policy Framework (CAP) of 2009 motivated this study. This policy framework has introduced some changes in teaching, learning, and assessment (TLA) practices in Lesotho classrooms. The key changes introduced are integrated curriculum (IC) and continuous assessment. The policy also recommends new strategies for teaching and assessing learners, and one of these is a portfolio. This is the first time a portfolio has been formally introduced in Lesotho schools as a preferred strategy for teaching, learning, and assessment. Thus, the study was interested in establishing how teachers were experiencing this strategy and its success in their classrooms. The study used semi-structured interviews to gather data from 20 primary school teachers who were purposefully selected from 20 schools in the Maseru district. This data was analysed using a thematic approach. The results indicate that teachers were not using this strategy effectively or as recommended by the policy because they had limited knowledge and skill. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01