Contributions of the digital portfolio for the evaluative praxis in higher education.

Autor/Urheber	Cordeiro Machado, Mércia Freire Rocha; Terezinha Urbanetz, Sandra
Institution	Ediciones Complutense
Titel	Contributions of the digital portfolio for the evaluative praxis in higher education.
Quelle	In: Alonso, L.; Gutiérrez, P.; Delicado, G.; Yuste, R.; Cubo, S.; Arias, J. (2016). E-portfolio: Open Educational Resources for a New Learning Culture. University of Extremadura.; Andrade Filho, A. C. (2011). The use of portfolio in the continuous training of reflective teacher researcher. 2011. Thesis (Doctorate in Education) - Faculty of Education, University of São Paulo, São Paulo.; Arter, J,; Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational measurement: Issues and practice.; Bardin, L. (2011). Content Analysis. São Paulo: Edition 70.; Barton, J.; Collins, A. (1997). Portfolio assessment: A handbook for educators. New York: Dale Seymour Publications.; Behrens, M. A. (2005). The emerging paradigm and the pedagogical practice. Petrópolis, RJ: Vozes.; Behrens, M. A. (2006). Paradigm of complexity. Project methodology, didactic contracts and portfolios. Petrópolis: Vozes.; Briceño, J.; Gamboa, M. (2011). Portfolio: a strategy for Science teaching. Experience performed in a Colombian university. Eureka Magazine on Teaching and Science Dissemination, 8(1), 84-92.; Cabero, J.; López, E.; Llorente, M. (2012). University e-portfolio as a didactic instrument 2.0 for reflection, evaluation and research of educational practices in the European Area of Higher Education. Virtuality, Education and Science 3(4), 27-45; Cortés, O.; Pinto, A.; Ines, S. (2015). E-portfolio as a constructivist tool of active learning in educational tecnology. Lasallista de investigación Magazine, 12(2), 3644.; Cottrell S. (2005). Critical thinking skills: developing effective analysis and arguments. New York: Palgrave Macmillan.; Dewey, J. (1997). How We Think. São Paulo: Cia Editora Nacional.; Freire, P. (1996). Pedagogy of autonomy: knowledge necessary for educational practice. 13th ed. Rio de Janeiro: Peace and Earth.; GIL, A. C. (2008). Methods and techniques of social research. São Paulo: Atlas.; Goes, N. V. F. A. (2014). The webfolio in teaching practice: contributions to the development of a critical-reflexive stance. Dissertation (Master in Management and Technologies applied to Education) - State University of Bahia, Salvador.; Machado, M. F. R. C. (2016). The contributions and implications of pedagogical mediation in the continuing education of Distance Vocational and Professional Education teachers. 2016. Thesis (Doctorate in Education) - Pontifical Catholic University of Paraná, Curitiba.; Morin, E. (2002). The seven knowledges necessary for the education of the future. 5th ed. São Paulo: Cortez; Brasilia: UNESCO.; Salazar, S.; Arévalo, M. (2019). Portfolio implementation as a tool of teaching in higher education: literature review. Complutense de Educación Magazine, 30(4), 965-981.; Schön, D. A. (2000). Educating the reflective professional: a new design for teaching and learning. Porto Alegre: Artmed Editora.; Torres, P. L.; Irala, E. (2014). Collaborative Learning: theory and practice. In: Torres, Patrícia Lupion (Org.). Complexity: networks and connections in the production of knowledge. Curitiba: SENAR - PR, p. 61-94; Torres, S. C. G. (2008). Portfolio as an instrument of learning and its implications for reflective pedagogical practice. 2008. Dissertation (Master in Education) - Pontifical Catholic University, Campinas, São Paulo.; Villas Boas. B. M. F. (2010). Portfolios, Evaluation and pedagogical work. 8th ed Campinas, São Paulo: Papirus.; Zabalza, M. A. (1994). Class Diaries: contribution to the study of the practical dilemmas of teachers. Portugal: Porto Editora.; doi:10.5209/rced.63169; Revista Complutense de Educación; Vol. 31 Núm. 3 (2020); 285-293 ; 1988-2793 ; 1130-2496(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.5209/rced.63169
Schlagwörter	digital portfolio; evaluative praxis; higher education; portafolio digital; praxis evaluativa; enseñanza superior
Abstract	This article presents a qualitative research of the exploratory type carried out with 21 masters students who work in different levels of education and in different areas of knowledge - always having as background, the investigation of possible ways for a critical, reflexive and transformative pedagogical practice and aimed to analyze the contributions of a lived experience with the digital portfolio as an evaluation strategy with Masters students in Professional and Technological Education in Network of a Professional and Technological Education Institution in Curitiba given in the first half of 2018. The data were collected from a questionnaire that allowed to perform the Content Analysis from the perspective of Bardin (2011). It is concluded that the Digital Portfolio promoted the opportunity for the development of an innovative practice for evaluation of learning, based on the construction, reflection and self-evaluation of the process, in fostering creativity, in establishing a partnership between students and researchers and in development of the autonomy of teaching and learning among all involved. ; Este artículo presenta una investigación de enfoque cualitativo del tipo exploratoria realizada con 21 estudiantes de maestría que actúan en diferentes niveles de enseñanza y en diferentes áreas del conocimiento – teniendo siempre como telón de fondo, la investigación de los posibles caminos hacia una práctica pedagógica crítica, reflexiva y transformadora y tuvo como objetivo analizar las contribuciones de una experiencia con el empleo del portafolio digital como estrategia de evaluación con los estudiantes de la Maestría en Educación Profesional y Tecnológica en Red, de una Institución de Educación Profesional y Tecnológica de Curitiba ministrada en el 1mer semestre de 2018. Los datos han sido colectados a partir de un cuestionario que permitió realizar el Análisis de Contenido en la perspectiva de Bardin (2011). Se concluye que el Portafolio Digital promovió la oportunidad para el desarrollo de una práctica innovadora en la evaluación del aprendizaje, pautado en la construcción, reflexión y autoevaluación del proceso, en el fomento de la creatividad, en establecer acuerdos de asociación entre los alumnos y los investigadores y en el desarrollo de la autonomía del enseñar y aprender entre todos los involucrados.
Erfasst von	BASE - Bielefeld Academic Search Engine