語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
This is who I am: The role of the pr...
~
Fox, Rebecca Kanak.
FindBook
Google Book
Amazon
博客來
This is who I am: The role of the professional development portfolio in foreign and second language preservice teacher education.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
This is who I am: The role of the professional development portfolio in foreign and second language preservice teacher education./
作者:
Fox, Rebecca Kanak.
面頁冊數:
223 p.
附註:
Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1516.
Contained By:
Dissertation Abstracts International60-05A.
標題:
Education, Teacher Training. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9933323
ISBN:
0599340517
This is who I am: The role of the professional development portfolio in foreign and second language preservice teacher education.
Fox, Rebecca Kanak.
This is who I am: The role of the professional development portfolio in foreign and second language preservice teacher education.
- 223 p.
Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1516.
Thesis (Ph.D.)--George Mason University, 1999.
Within the past ten years, foreign and second language teachers and researchers have become increasingly curious about the real and potential role that portfolios play in language learning and teaching methodology. There exist many types of portfolios for both students and educators, all with varying goals and objectives. This has created much confusion in the field not only about their function and form, but also about what they ultimately accomplish for the completer and the evaluator. Teacher educators want and need to know what specific skills and abilities portfolios measure and how valid portfolios are as a measure of teacher competence. This study focused on foreign and second language pre-service teachers and the role that the Professional Development Portfolio played in their teacher education, and how it indicated teaching readiness.
ISBN: 0599340517Subjects--Topical Terms:
783747
Education, Teacher Training.
This is who I am: The role of the professional development portfolio in foreign and second language preservice teacher education.
LDR
:03408nmm 2200325 4500
001
1863086
005
20041215110523.5
008
130614s1999 eng d
020
$a
0599340517
035
$a
(UnM)AAI9933323
035
$a
AAI9933323
040
$a
UnM
$c
UnM
100
1
$a
Fox, Rebecca Kanak.
$3
1950620
245
1 0
$a
This is who I am: The role of the professional development portfolio in foreign and second language preservice teacher education.
300
$a
223 p.
500
$a
Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1516.
500
$a
Chairperson: Martin E. Ford.
502
$a
Thesis (Ph.D.)--George Mason University, 1999.
520
$a
Within the past ten years, foreign and second language teachers and researchers have become increasingly curious about the real and potential role that portfolios play in language learning and teaching methodology. There exist many types of portfolios for both students and educators, all with varying goals and objectives. This has created much confusion in the field not only about their function and form, but also about what they ultimately accomplish for the completer and the evaluator. Teacher educators want and need to know what specific skills and abilities portfolios measure and how valid portfolios are as a measure of teacher competence. This study focused on foreign and second language pre-service teachers and the role that the Professional Development Portfolio played in their teacher education, and how it indicated teaching readiness.
520
$a
The study combined both qualitative and descriptive quantitative procedures and analysis to gain a deeper understanding of the Portfolio and its role in second language teacher education. It examined interns' perceptions of the role of the Portfolio in their own teacher preparation and the ways in which the Portfolio indicates readiness for teaching, comparing information about how the Portfolio and the Profile for Evaluation measure teacher readiness.
520
$a
The four major research questions that framed the study focused on pre-service teacher perceptions of the Portfolio and its completion process, the role the Portfolio played in developing reflective practice, and how it enabled interns to identify strengths and weaknesses in pedagogy, language proficiency, and content knowledge.
520
$a
As a result of this study, five principal conclusions can be drawn from the data: (1) Pre-service teachers perceived the role of the Portfolio to be positive in their professional training. (2) The Portfolio process enabled pre-service teachers to engage in and develop the practice of critical reflection. (3) A Portfolio's contents must be more substantive than a "showcase" portfolio and must include both iterative and summative reflections. (4) In conjunction with the Profile for Evaluation, the Portfolio provides the most complete information about an intern's readiness for teaching. Alone, neither evaluative measure presents a complete set of information. (5) The Portfolio provides important program information for teacher education faculty.
590
$a
School code: 0883.
650
4
$a
Education, Teacher Training.
$3
783747
650
4
$a
Education, Secondary.
$3
539262
650
4
$a
Language, Modern.
$3
1018098
690
$a
0530
690
$a
0533
690
$a
0291
710
2 0
$a
George Mason University.
$3
1019450
773
0
$t
Dissertation Abstracts International
$g
60-05A.
790
1 0
$a
Ford, Martin E.,
$e
advisor
790
$a
0883
791
$a
Ph.D.
792
$a
1999
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9933323
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9181786
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入