Turner, Karen;
Simon, Shirley;
(2007)
Portfolios for learning: teachers' professional development through M-level portfolios.
In: Pickering, J. and Daly, C. and Pachler, N., (eds.)
New Designs for Teachers' Professional Learning.
(pp. 89-115).
Institute of Education, University of London: London.
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Abstract
In this chapter, we report on Portfolios for Learning as part of the Master of Teaching. We begin with a review of the issues related to portfolios for professional learning and then provide an overview of the design and purposes of the Mteach portfolios. The philosophy that underpins our portfolios is identified and fundamental tenets related to the literature in the field. We then report on an empirical investigation into portfolio construction from the perspective of the learner. A rationale for the research is provided, methods of data collection and analysis are explained and findings are presented. The chapter ends with a discussion of issues that will require our future attention.
| Type: | Book chapter |
|---|---|
| Title: | Portfolios for learning: teachers' professional development through M-level portfolios |
| ISBN: | 978-0-854737-29-1 |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | The chapter reports on an empirical investigation into inherent tensions when a portfolio serves the dual purpose of learning and assessment. The chapter critically reviews research into portfolios for learning and then presents the findings of an interview study which explored the learner perspective on the construction of an M level portfolio which forms part of the assessment of the innovative Master of Teaching course at the Institute of Education. From a thematic analysis of the interview transcripts, it emerged that the M level portfolio was able to serve the dual purpose of learning and assessment because of the synergy between M level Master of Teaching assessment criteria and the intellectual activities identified in the literature as being essential to professional learning. The significance of the findings to existing portfolio research, which relates mainly to pre-service professional learning, lies in the discussion of M level writing by in-service teachers This document has been closed because the permission of the publisher has not been verified. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10004202 |
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