Analysis of the Reflections of Student-Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms

Autor/inn/en	Chamoso, J. M.; Caceres, M. J.
Titel	Analysis of the Reflections of Student-Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 1, S.198-206 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.09.007
Schlagwörter	Portfolios (Background Materials); Student Evaluation; Educational Practices; Mathematics Teachers; Teaching Methods; Higher Education; Student Teachers; Reflection; Academic Achievement; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bildungspraxis; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulleistung; Ausland; Spanien
Abstract	Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analysed. The objective was to assess each student's learning in "reflection" about his/her vision of the learning process developed in the university training classrooms, in knowledge of mathematical and methodological contents ("knowledge") and in "creativity." Rubrics were built for each case, with common criteria, to study the relationship between the outcomes obtained and to compare them with those of a final written "exam." The results showed the difference between the assessment of student-teachers in "reflection" and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10