Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning

This paper will explore how a portfolio approach to teaching and learning can help the educator incorporate unique forms of reflective practice into his or her daily work. By being able to express ideas more clearly to himself, the educator can better promote the relational construction of knowledge...

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Autores principales:	Paul Henry Leslie, Celiane Camargo-Borges
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	portfolio relational construction education scholarship reflection Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/65f4ccc09871475abbcd0f3386532bd3
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spelling	oai:doaj.org-article:65f4ccc09871475abbcd0f3386532bd32021-12-02T18:03:00ZNarratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning10.19173/irrodl.v18i6.28271492-3831https://doaj.org/article/65f4ccc09871475abbcd0f3386532bd32017-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2827https://doaj.org/toc/1492-3831This paper will explore how a portfolio approach to teaching and learning can help the educator incorporate unique forms of reflective practice into his or her daily work. By being able to express ideas more clearly to himself, the educator can better promote the relational construction of knowledge in his educational communities. This paper, as part of a larger body of research asks, how can a portfolio approach to teaching and learning help the educator develop unique forms of reflective practice that will help him express his ideas more clearly, first to himself and then secondly to his educational communities? Research methodology is primarily participatory action research and includes an autoethnographic review of the author’s work, reviews, interviews, observations, and focus groups with student teachers and professional teachers in the United Arab Emirates. The research concludes that in consideration of McLuhan’s (1964) notion that the “medium is the message,” the interactions that arise through the use of new media tools can lead us to relational, co-constructed ideas that are not those simply passed on from other texts. By making our thinking visible, the portfolio approach allows the educator to capture the contextual relationship between the author, the audience or community, and the knowledge being created. Paul Henry LeslieCeliane Camargo-BorgesAthabasca University Pressarticleportfoliorelational constructioneducationscholarshipreflectionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 6 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	portfolio relational construction education scholarship reflection Special aspects of education LC8-6691
spellingShingle	portfolio relational construction education scholarship reflection Special aspects of education LC8-6691 Paul Henry Leslie Celiane Camargo-Borges Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning
description	This paper will explore how a portfolio approach to teaching and learning can help the educator incorporate unique forms of reflective practice into his or her daily work. By being able to express ideas more clearly to himself, the educator can better promote the relational construction of knowledge in his educational communities. This paper, as part of a larger body of research asks, how can a portfolio approach to teaching and learning help the educator develop unique forms of reflective practice that will help him express his ideas more clearly, first to himself and then secondly to his educational communities? Research methodology is primarily participatory action research and includes an autoethnographic review of the author’s work, reviews, interviews, observations, and focus groups with student teachers and professional teachers in the United Arab Emirates. The research concludes that in consideration of McLuhan’s (1964) notion that the “medium is the message,” the interactions that arise through the use of new media tools can lead us to relational, co-constructed ideas that are not those simply passed on from other texts. By making our thinking visible, the portfolio approach allows the educator to capture the contextual relationship between the author, the audience or community, and the knowledge being created.
format	article
author	Paul Henry Leslie Celiane Camargo-Borges
author_facet	Paul Henry Leslie Celiane Camargo-Borges
author_sort	Paul Henry Leslie
title	Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning
title_short	Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning
title_full	Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning
title_fullStr	Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning
title_full_unstemmed	Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning
title_sort	narratives of learning: the personal portfolio in the portfolio approach to teaching and learning
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/65f4ccc09871475abbcd0f3386532bd3
work_keys_str_mv	AT paulhenryleslie narrativesoflearningthepersonalportfoliointheportfolioapproachtoteachingandlearning AT celianecamargoborges narrativesoflearningthepersonalportfoliointheportfolioapproachtoteachingandlearning
_version_	1718378809571409920

Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning

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