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008 201019s2020 gw | s |||| 0|eng d
020 _a9783319019550
024 7 _a10.1007/978-3-319-01955-0
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNV
_2bicssc
072 7 _aEDU039000
_2bisacsh
072 7 _aJNV
_2thema
082 0 4 _a371.33
_223
100 1 _aLiu, Katrina.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aCritical Reflection for Transformative Learning
_h[electronic resource] :
_bUnderstanding e-Portfolios in Teacher Education /
_cby Katrina Liu.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aXV, 144 p. 10 illus., 5 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction -- Four prospective teachers and their programs -- Critical reflections struggle to emerge -- Performative but not transformative -- Problematizing the performance -- Prospective teachers' understanding of critical reflection -- Prospective teachers attitudes towards the e-portfolio -- Performing to the audience -- Disjuncture between performance and action -- Missed opportunities for transformative learning -- Supporting prospective teachers' critical reflections for transformative learning: data based frameworks, e-portfolio design and processes, creative activities and assignments, classroom observation and supervision, toward a community of critically reflective practitioners -- Coding and analyzing narratives to encourage transformative learning: open, axial and selective coding; hand coding; computer-assisted coding; multi-rater coding; data triangulation -- Putting it all together: creating a teacher preparation program utilizing e-portfolios for critical reflection and transformative learning -- To the future -- Appendix 1: Methodological Strategies -- Appendix 2: Codes and coding samples. .
520 _aThis book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning for educational equity. It begins with a conceptualization of critical reflection in teacher education, then analyzes the social discourse of prospective teachers' teaching practice through their ePortfolio reflections, triangulated by classroom teaching observations and interviews. The results of the research show that prospective teachers’ reflections are performative and do not typically trigger transformative learning, in large part because of discrepancies in the structures of the ePortfolio, the goals of the teacher education program, and the mentoring and supervisory practices. With this analysis in hand, the book turns to practical questions, providing a transformative framework along with examples and tips for teacher educators to use the author’s methods to understand and analyze prospective teachers’ reflection and support their transformative learning.
650 0 _aEducational technology.
650 0 _aTeaching.
650 1 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783319019543
776 0 8 _iPrinted edition:
_z9783319019567
856 4 0 _uhttps://doi.org/10.1007/978-3-319-01955-0
942 _2ddc
_cEBOOK
999 _c102605
_d102605