The Reflective Portfolio in Self-Study: Inquiring Into and Representing A Knowledge of Practice

  • Lyons N
  • Freidus H
N/ACitations
Citations of this article
24Readers
Mendeley users who have this article in their library.
Get full text

Abstract

This chapter introduces and explores how reflective portfolio inquiry as a process of interrogation of teaching and learning can advance self-study. After delineating this conceptualization, the chapter provides three case studies to demonstrate the process. Validity of the knowledge of practice uncoffered through portfolio inquiry is discussed as determined by a method called validation. Although a portfolio process is widely used in teacher education, to date few systematic studies of it have been carried out. The authors argue for its utility, pointing to existing evidence such as the case studies. They contend that a reflective portfolio process can provide a highly accessible structure that sca3olds practitioner inquiries, makes public the knowledge of practice, and opens it to debate to advance a new scholarship of teacher education. TS - RIS

Cite

CITATION STYLE

APA

Lyons, N., & Freidus, H. (2004). The Reflective Portfolio in Self-Study: Inquiring Into and Representing A Knowledge of Practice. In International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 1073–1107). Springer Netherlands. https://doi.org/10.1007/978-1-4020-6545-3_27

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free