The Effect of Portfolios on Students' Learning: Student Teachers' Views

Autor/in	Cimer, S. Odabasi
Titel	The Effect of Portfolios on Students' Learning: Student Teachers' Views
Quelle	In: European Journal of Teacher Education, 34 (2011) 2, S.161-176 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Feedback (Response); Portfolios (Background Materials); Student Teachers; Learning Experience; Student Teacher Attitudes; Self Evaluation (Individuals); Reflection; Student Journals; Instructional Effectiveness; Teaching Methods; Educational Testing; Teacher Education Programs; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lernerfahrung; Studentenzeitung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	This study reports on student teachers' views of portfolios as a learning tool when they are combined with a weekly test conducted at the end of each lesson to help student teachers self-evaluate. Student teachers' written reflections during the process provided data for the study. Analysis of the data showed that a majority of student teachers initially felt that compiling a portfolio would be time-consuming and an extra burden added to their already busy schedule. However, later on they all found that the process was a useful learning experience. Moreover, the portfolio process--especially combining self-reflection with weekly tests--encouraged students to study regularly, increased retention and made learning more enjoyable. Suggestions for the successful portfolio implementation include the following: guiding students both at the beginning of and during the process, providing continuous and prompt feedback during the process and making self-reflection--especially guided by reflection prompts--an essential part of the process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10