Literaturnachweis - Detailanzeige
| Autor/inn/en | Kenney, Stephanie L.; LaMontagne, M. J. |
|---|---|
| Titel | Portfolio Development: A Process for Facilitating Reflection and Professionalism in Preservice Special Education Students. |
| Quelle | In: Teacher Education and Special Education, 22 (1999) 3, S.184-87Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Disabilities; Higher Education; Knowledge Base for Teaching; Learning Activities; Mentors; Portfolio Assessment; Preservice Teacher Education; Special Education; Special Education Teachers; Student Evaluation Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lernaktivität; Portfoliobeurteilung; Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung |
| Abstract | Describes the portfolio-assessment process in the Special Education Program at Georgia Southern University. The portfolio-assessment process allows preservice teachers the opportunity to demonstrate their professional growth throughout the course of their teacher-education program. It has also fostered a mentoring relationship between students and faculty. (CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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