Literaturnachweis - Detailanzeige
| Autor/in | Moss, Glenda |
|---|---|
| Titel | Developing a Critical Lens among Preservice Teachers while Working within Mandated Performance-Based Assessment Systems |
| Quelle | In: Teacher Education and Practice, 21 (2008) 2, S.146-159 (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0890-6459 |
| Schlagwörter | Preservice Teacher Education; Critical Theory; Teacher Education Programs; Portfolio Assessment; Teacher Educators; Teaching Methods; Performance Based Assessment; Compliance (Psychology); Reflection; Accountability; Personal Narratives; Standards; Cultural Pluralism; Democratic Values |
| Abstract | This article addresses the dilemma of promoting critical pedagogy within portfolio assessment, which has been implemented in many teacher education programs to meet state and national mandates for performance-based assessment. It explores how one teacher educator works to move portfolio assessment to a level of critical self-reflection that prepares teachers to address the complex issues presented by a multicultural society. First, this article describes the ways that critical inquiry methods, democratic dialogue, and portfolio assessment can be integrated to the study of theory and preservice teachers' self-reflection as a bridge to developing a critical lens for classroom practice and a democratic society. Second, it presents preservice teachers' narratives of critical self-reflection. (Contains 3 notes.) (As Provided). |
| Anmerkungen | Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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