Titlebook: Critical Reflection for Transformative Learning; Understanding e-Port Katrina Liu Book 2020 Springer Nature Switzerland AG 2020 Critical re

Panther

空氣

Reinhold Laska,Christian Felsch the purposes and benefits of the ePortfolio reflection, all participants concluded that ePortfolio reflection assignments represented institutional requirements, bearing little relation to their actual teaching and learning. Consequently, they treated it as “work for somebody else” to meet the requ

intelligible

Reinhold Laska,Christian Felsch ePortfolio as it is employed within the teacher education program limit critical reflection for transformative action. Key to the ePortfolio’s role in this limitation is the way in which the teacher education program links ePortfolio tasks to the assessment of the prospective teachers according to

intertwine

,Schlu?betrachtung und Ausblick,r education. This relationship is found at the intersection of assessment and affirmation—the sense that the supervisor is assessing both prospective and cooperating teachers and the general culture of affirmation that has become inescapable in U.S. education. As a result, the potential for collabor

V切開

,Schlu?betrachtung und Ausblick, the classroom, and looks at the institutional factors that encouraged them to reflect and to act as they did. I then present a data-driven approach to teacher education grounding in the theoretical framework of critical reflection for transformative learning and briefly consider the possibilities f

深淵

DEFER

,Schlu?betrachtung und Ausblick, the basis for Chaps. . through . to propose a new model for teacher education. Building on earlier ideas of community-oriented teacher education, this model for a transformative teacher education community would bring together university-based teacher educators and prospective teachers with mentor

VERT

roblems it intends to address, the theoretical background of the framework, and the broad social context of teacher education. It then briefly describes the research project upon which this book is based, including the research context, participants, methods, and data sources. The chapter ends with a summary of the chapters in the book.

arthroscopy

Introduction,roblems it intends to address, the theoretical background of the framework, and the broad social context of teacher education. It then briefly describes the research project upon which this book is based, including the research context, participants, methods, and data sources. The chapter ends with a summary of the chapters in the book.

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