Promoting School-Centered Professional Development through Teaching Portfolios
A Case Study
Bibliographic Data
| ID | 4814919 |
|---|---|
| Authors | Jianzhong Xu (0000-0001-6885-7412, Mississippi State University, corresponding author) |
| Year | 2003 |
| Volume | 54 |
| Issue | 4 |
| Pages | 347-361 |
| Publication date | 2003-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487103255015 |
| OpenAlex | W2070387903 |
| Language | EN |
| Citations received | 5 |
| References cited | 16 |
This article presents a case study in which teaching portfolios evolved as a mechanism to promote school-centered professional development in an urban elementary school. Data were primarily derived from open-ended interviews with the principal, staff developer, and teachers, complemented by other relevant documentation. This study examines the impact of the portfolio project on professional learning and professional collaboration. The data reveal that a wide range of conditions contributed to professional learning and collaboration through teaching portfolios. These conditions can be categorized into three groups: (a)conditions supporting both professional learning and professional collaboration in general, (b) conditions more specifically supporting professional learning, and (c) conditions more specifically supporting professional collaboration. The article discusses both methodology and results in the context of recent theoretical frameworks. In addition, it suggests directions for future research, theory, and practice related to school-centered professional development for teachers
Business · Context (archaeology) · Documentation · Faculty Development · Mathematics education · Pedagogy · Portfolio · Principal (computer security) · Professional development · Professional learning community · Professional studies · Sociology · Collaborative Teaching and Inclusion · Computer Science · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Potential of digital teaching portfolios for establishing a professional learning community in higher education
Los portafolios digitales grupales
Using e-portfolios to facilitate reflection
Reflection on the teaching-learning process in the initial training of teachers. Characterization of the issues on which pre-service mathematics teachers reflect
Analysis of the revisions that pre-service teachers of mathematics make of their own project included in their learning portfolio
Policies That Support Professional Development in an Era of Reform
Relationships of Knowledge and Practice
Chapter 6
The Discovery of Grounded Theory
The Research Act
Portfolios
Alternative Arguments for Generalizing From Data as Applied to Qualitative Research
Professional development and the learner centered school
Student Teaching Portfolios
The school as a learning organization
| Citations per year | 0.31 |
|---|---|
| Citation span | 2010 - 2019 (10) |
| Highly cited | No |