Professional Learning Portfolios for Argumentation in School Science

Autor/inn/en	Simon, Shirley; Johnson, Susan
Titel	Professional Learning Portfolios for Argumentation in School Science
Quelle	In: International Journal of Science Education, 30 (2008) 5, S.669-688 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Portfolios (Background Materials); Research and Development; Persuasive Discourse; Skill Development; Reflective Teaching; Professional Development; Science Teachers; Science Instruction; Lesson Plans; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; Persuasion; Persuasive Kommunikation; Kompetenzentwicklung; Qualifikationsentwicklung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Ausland; Großbritannien
Abstract	This paper reports on the use of portfolios in a continuing professional development programme to advance teachers' skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input-teacher practice-sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachers' portfolios: these provide evidence of each teacher's developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacher's motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice. (Contains 6 figures and 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10