BÀN VỀ ĐÁNH GIÁ HỒ SƠ HỌC TẬP – CÔNG CỤ THÚC ĐẨY CHIÊM NGHIỆM TRONG ĐÀO TẠO SƯ PHẠM
Nội dung chính của bài viết
Tóm tắt
Bài viết nghiên cứu mối liên hệ không thể tách rời giữa việc dạy và học của giáo viên thông qua việc sử dụng hồ sơ học tập (portfolio) như một công cụ kiểm tra đánh giá đối với giáo sinh và giáo viên trong thực hành nghề nghiệp. Cụ thể, bài viết tổng hợp, đánh giá các công trình nghiên cứu liên quan tới khái niệm và định nghĩa sự chiêm nghiệm và thực hành chiêm nghiệm trong giảng dạy, từ đó tìm hiểu vai trò của hồ sơ học tập như một tác nhân thúc đẩy sự chiêm nghiệm và phát triển chuyên môn của giáo viên. Kết quả cho thấy hình thức kiểm tra đánh giá này có thể là một công cụ đánh giá thường xuyên, đồng thời phần nào khuyến khích phát triển chuyên môn và cải tiến giảng dạy thông qua việc tăng cường chiêm nghiệm, mặc dù chất lượng của sự chiêm nghiệm có thể chưa đạt mức độ sâu sắc. Nếu có chỉ dẫn cụ thể và hỗ trợ trong suốt quá trình xây dựng hồ sơ học tập, hình thức đánh giá này có thể có giá trị trong lĩnh vực giáo dục và đào tạo giáo viên trong hệ thống giáo dục đại học.
Chi tiết bài viết
Từ khóa
chiêm nghiệm, thực hành chiêm nghiệm, hồ sơ học tập, đánh giá, giáo dục chuyên môn của giáo viên
Tài liệu tham khảo
Antonek, J., McCormick, D., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81, 15-27.
Argyris, C., & Schön, D. (1974). Theory in practice: Increasing professional effectiveness. Jossey-Bass.
Ashford, A. N., & Deering, P. D. (2003, April 21-25). Middle level teacher preparation: The impact of the portfolio experience on teachers’ professional development [Paper presentation]. Annual Meeting of the American Educational Research Association, Chicago, IL, United States.
Atkins, S., & Murphy, K. (1993). Reflection: A review of the literature. Journal of Advanced Nursing, 18, 1188-1192.
Barton, J., & Collins, A. (1993). Portfolios in teacher education. Journal of Teacher Education, 44(3), 200-210.
Baume, D., Yorke, M., & Coffey, M. (2004). What happens when we assess, and how can we use our understanding of this to improve assessment? Assessment and Evaluation in Higher Education, 29(4), 451-477.
Benade, L. (2015). Teachers’ critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42-54.
Biggs, J. (1998). A role for summative assessment. Assessment in Education, 5(1), 103-110.
Borko, H., Michalec, P., Timmons, M., & Siddle, J. (1997). Student teaching portfolios: A tool for promoting reflective practice. Journal of Teacher Education, 48(5), 345-357.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206.
Brookfield, S. (1995). Becoming a critically reflective teacher. Jossey-Bass.
Buysse, V., Sparkman, K., & Wesley, P. (2003). Communities of practice: Connecting what we know with what we do. Exceptional Children, 69(3), 263-277.
Carr, W., & Kemmis, S. (1988). Becoming critical: Knowing through action research. Deakin University Press.
Cochran-Smith, M., & Zeichner, K. M. (Eds.) (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Lawrence Erlbaum.
Daro, P. (1996). Standards and portfolio assessment. In J. Baron & D. Wolf (Eds.), Performance-based student assessment: Challenges and possibilities (pp. 239-260). The University of Chicago Press.
Davies, A., & LeMahieu, P. (2003). Assignment for learning: Reconsidering portfolios and research evidence. In M. Segers, F. Dochy & E. Cascallar (Eds.), Optimising new modes assessment: In search of qualities and standards. Kluwer Academic Publishers.
Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260-275.
Dewey, J. (1933). How we think. Heath and Co.
Dimova, Y., & Loughran, J. (2009). Developing a big picture understanding of reflection in pedagogical practice. Reflective Practice, 10(2), 205-217.
Elliott, J. (1991). Action research for educational change. Open University Press.
Ellsworth, J. (2002). Using student portfolios to increase reflective practice among elementary teachers. Journal of Teacher Education, 53(4), 342-355.
Ferraro, J. M. (2000). Reflective practice and professional development (ED449120). ERIC. https://files.eric.ed.gov/fulltext/ED449120.pdf
Fook, J. (2015). Reflective practice and critical reflection. In J. Lishman (Ed.), Handbook for practice learning in social work and social care: Knowledge and theory (3rd ed.). Jessica Kingsley.
Francis, D. (1997). Critical incident analysis: A strategy for developing reflective practice. Teachers and Teaching, 3(2), 169-88.
Freidus, H. (1998). Mentoring portfolio development. In N. Lyons (Ed.), With portfolio in hand (pp. 5l-68). Teachers College Press.
Gore, J., & Zeichner, K. (1991). Action research and reflective teaching in pre-service teacher education: A case study from the United States. Teaching and Teacher Education, 7(2), 119-136.
Groom, B., & Maunonen-Eskelinen, I. (2006). The use of portfolios to develop reflective practice in teacher training: A comparative and collaborative approach between two teacher training providers in the UK and Finland. Teaching in Higher Education, 11(3), 291-300.
Gupta, S., Ecclestone, K., & Greaves, D. (2001, July). Portfolio based learning as a tool for insider practitioner research: Developing professional knowledge [Paper presentation]. Third International Interdisciplinary Evidence-based Policies and Indicator Systems Conference, Gateshead, England.
Hall, C. (2004). Two professional development paradigms and a merging of the approaches. Victoria University of Wellington.
Huba, M., & Freed, J. (2000). Learner-centered assessment on college campuses. Allyn and Bacon.
Jarvinen, A., & Kohonen, V. (1995). Promoting professional development in higher education through portfolio assessment. Assessment and Evaluation in Higher Education, 20(l), 25-37.
Jones, E. (2007). A portfolio for assessment of the practice of the special education resource teachers [Doctoral dissertation, Victoria University of Wellington].
Jones, E. (2009). Can portfolios promote quality learning? In L. H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P. Johnston & M. Rees (Eds.), Tertiary assessment & higher education student outcomes: Policy, practice & research. Ako Aotearoa.
Jones, E. (2010). Personal theory and reflection in a professional practice portfolios. Assessment and Evaluation in Higher Education, 35(6), 699-710.
Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner (3rd ed.). Deakin University.
Klecka, C., Donovan, L., & Fishee, R. (2007). In their shoes: Teacher educators’ reframing portfolio development from the students’ perspective. Journal of Computing in Teacher Education, 24(1), 31-36.
Korthagen, F. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum.
Krause, S. (1996). Portfolios in teacher education: Effects of instruction on preservice teachers' early comprehension of the portfolio process. Journal of Teacher Education, 47(2), 130-138.
LaBoskey, V. (1993) A conceptual framework for reflection in preservice teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development. Falmer Press.
Ladbrook, J., & Middleton, S. (1997). Portfolios: Promoting the role of reflection in the pre-service education of graduate teachers [Paper presentation]. NZARE Conference, Auckland.
Lester, S. (1995). Beyond knowledge and competence: Towards a framework for professional education. Capability, 1(3), 44-52.
Loughran, J. (1995). Practising what I preach: Modelling reflective practice to student teachers. Research in Science Education, 25(4), 431-451.
Loughran, J., & Corrigan, D. (1995). Teacher portfolios: A strategy for developing learning and teaching in persevere education. Teaching and Teacher Education, 11, 565-577.
Lyons, N. (1998). Portfolios possibilities: Validating a new teacher professionalism. In N. Lyons (Ed.), With portfolio in hand (pp. 1-21). Teacher College Press.
McIntyre, D. (1993). Theory, theorizing and reflection in initial teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development (pp. 39-52). Falmer Press.
Meeus, W., Van Petegem, P., & Engels, N. (2009). Validity and reliability of portfolio assessment in pre-service teacher education. Assessment and Evaluation in Higher Education, 34(4), 401-413.
Meeus, W., Van Petegem, P., & Meijer, J. (2008). Portfolios as means of promoting autonomous learning in teacher education: A quasi-experimental study. Educational Research, 50(4), 361-386.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. Jossey-Bass.
Mokhtari, K., Yellin, D., Bull, K., & Mongomery, D. (1996). Portfolio assessment in teacher education: Impact on preservice teacher’s knowledge and attitudes. Journal of Teacher Education, 47(4), 245-251.
Nagle, J. F. (2009). Becoming a reflective practitioner in the age of accountability. The Educational Forum, 73, 76-86.
Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: What remains ‘untold’. Educational Research, 47(1), 25-44.
Paulson, F., Paulson, P., & Meyer, C. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-63.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Setteducati, D. (1995). Portfolio self-assessment for teachers: A reflection on the Farmingdale. Journal of Staff Development, 16(3), 2-5.
Shulman, L. (1998). Teacher portfolios: Theoretical activity. In N. Lyons (Ed.), With portfolio in hand (pp. 23-49). Teacher College Press.
Slade, M., Burnham, T., Catalana, S., & Waters, T. (2019). The impact of reflective practice on teacher candidates' learning. International Journal for the Scholarship of Teaching and Learning, 13(2), Article 15. https://doi.org/10.20429/ijsotl.2019.130215
Smith, K., & Tillema, H. (1998). Evaluating portfolio use as a learning tool for professionals. Scandinavian Journal of Educational Research, 42(2), 193-205.
Smith, K., & Tillema, H. (2001). Long-term influences of portfolios on professional development. Scandinavian Journal of Educational Research, 45(2), 183-203.
Smith, K., & Tillema, H. (2003). Clarifying different type portfolio use. Assessment and Evaluation in Higher Education, 28(6), 625-648.
Stephenson, J. (1998). The concept of capability and its importance in higher education. In J. Stephenson & M. Yorke (Eds.), Capability and quality in higher education (pp. l-13). Kogan Page.
Strijbos, J., Meeus, W., & Libotton, A. (2007). Portfolio assignments in teacher education: A tool for self-regulating the learning process. International Journal for the Scholarship of Teaching and Learning, 1(2), Article 17.
Taylor, I. (1997). Developing learning in professional education: Partnerships for practice. Society for Research into Higher Education & Open University Press.
van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. State University of New York Press.
Wade, R., & Yarbrough, D. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12(1), 63-79.
Winsor, P., Butt, R., & Reeves H. (1999). Portraying professional development in preservice teacher education: Can portfolios do the jobs? Teachers and Teaching: Theory and Practice, 5(1), 9-31.
Woodward, H. (1998). Reflective journals and portfolios: Learning through assessment. Assessment and Evaluation in Higher Education, 23(4), 415-423.
Woodward, H. (2000). Portfolios: Narratives for learning. Professional Development in Education, 26(2), 329-349.
Zeichner, K. (1996). Teachers as reflective practitioners and the democratization of school reform. In K. Zeichner, S. Melnick & M. Gomx (Eds.), Currents of reform in pre-service teacher education (1st ed., pp. 199-213). Teachers College Press.
Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613-621.
Argyris, C., & Schön, D. (1974). Theory in practice: Increasing professional effectiveness. Jossey-Bass.
Ashford, A. N., & Deering, P. D. (2003, April 21-25). Middle level teacher preparation: The impact of the portfolio experience on teachers’ professional development [Paper presentation]. Annual Meeting of the American Educational Research Association, Chicago, IL, United States.
Atkins, S., & Murphy, K. (1993). Reflection: A review of the literature. Journal of Advanced Nursing, 18, 1188-1192.
Barton, J., & Collins, A. (1993). Portfolios in teacher education. Journal of Teacher Education, 44(3), 200-210.
Baume, D., Yorke, M., & Coffey, M. (2004). What happens when we assess, and how can we use our understanding of this to improve assessment? Assessment and Evaluation in Higher Education, 29(4), 451-477.
Benade, L. (2015). Teachers’ critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42-54.
Biggs, J. (1998). A role for summative assessment. Assessment in Education, 5(1), 103-110.
Borko, H., Michalec, P., Timmons, M., & Siddle, J. (1997). Student teaching portfolios: A tool for promoting reflective practice. Journal of Teacher Education, 48(5), 345-357.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206.
Brookfield, S. (1995). Becoming a critically reflective teacher. Jossey-Bass.
Buysse, V., Sparkman, K., & Wesley, P. (2003). Communities of practice: Connecting what we know with what we do. Exceptional Children, 69(3), 263-277.
Carr, W., & Kemmis, S. (1988). Becoming critical: Knowing through action research. Deakin University Press.
Cochran-Smith, M., & Zeichner, K. M. (Eds.) (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Lawrence Erlbaum.
Daro, P. (1996). Standards and portfolio assessment. In J. Baron & D. Wolf (Eds.), Performance-based student assessment: Challenges and possibilities (pp. 239-260). The University of Chicago Press.
Davies, A., & LeMahieu, P. (2003). Assignment for learning: Reconsidering portfolios and research evidence. In M. Segers, F. Dochy & E. Cascallar (Eds.), Optimising new modes assessment: In search of qualities and standards. Kluwer Academic Publishers.
Dervent, F. (2015). The effect of reflective thinking on the teaching practices of preservice physical education teachers. Issues in Educational Research, 25(3), 260-275.
Dewey, J. (1933). How we think. Heath and Co.
Dimova, Y., & Loughran, J. (2009). Developing a big picture understanding of reflection in pedagogical practice. Reflective Practice, 10(2), 205-217.
Elliott, J. (1991). Action research for educational change. Open University Press.
Ellsworth, J. (2002). Using student portfolios to increase reflective practice among elementary teachers. Journal of Teacher Education, 53(4), 342-355.
Ferraro, J. M. (2000). Reflective practice and professional development (ED449120). ERIC. https://files.eric.ed.gov/fulltext/ED449120.pdf
Fook, J. (2015). Reflective practice and critical reflection. In J. Lishman (Ed.), Handbook for practice learning in social work and social care: Knowledge and theory (3rd ed.). Jessica Kingsley.
Francis, D. (1997). Critical incident analysis: A strategy for developing reflective practice. Teachers and Teaching, 3(2), 169-88.
Freidus, H. (1998). Mentoring portfolio development. In N. Lyons (Ed.), With portfolio in hand (pp. 5l-68). Teachers College Press.
Gore, J., & Zeichner, K. (1991). Action research and reflective teaching in pre-service teacher education: A case study from the United States. Teaching and Teacher Education, 7(2), 119-136.
Groom, B., & Maunonen-Eskelinen, I. (2006). The use of portfolios to develop reflective practice in teacher training: A comparative and collaborative approach between two teacher training providers in the UK and Finland. Teaching in Higher Education, 11(3), 291-300.
Gupta, S., Ecclestone, K., & Greaves, D. (2001, July). Portfolio based learning as a tool for insider practitioner research: Developing professional knowledge [Paper presentation]. Third International Interdisciplinary Evidence-based Policies and Indicator Systems Conference, Gateshead, England.
Hall, C. (2004). Two professional development paradigms and a merging of the approaches. Victoria University of Wellington.
Huba, M., & Freed, J. (2000). Learner-centered assessment on college campuses. Allyn and Bacon.
Jarvinen, A., & Kohonen, V. (1995). Promoting professional development in higher education through portfolio assessment. Assessment and Evaluation in Higher Education, 20(l), 25-37.
Jones, E. (2007). A portfolio for assessment of the practice of the special education resource teachers [Doctoral dissertation, Victoria University of Wellington].
Jones, E. (2009). Can portfolios promote quality learning? In L. H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P. Johnston & M. Rees (Eds.), Tertiary assessment & higher education student outcomes: Policy, practice & research. Ako Aotearoa.
Jones, E. (2010). Personal theory and reflection in a professional practice portfolios. Assessment and Evaluation in Higher Education, 35(6), 699-710.
Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner (3rd ed.). Deakin University.
Klecka, C., Donovan, L., & Fishee, R. (2007). In their shoes: Teacher educators’ reframing portfolio development from the students’ perspective. Journal of Computing in Teacher Education, 24(1), 31-36.
Korthagen, F. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum.
Krause, S. (1996). Portfolios in teacher education: Effects of instruction on preservice teachers' early comprehension of the portfolio process. Journal of Teacher Education, 47(2), 130-138.
LaBoskey, V. (1993) A conceptual framework for reflection in preservice teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development. Falmer Press.
Ladbrook, J., & Middleton, S. (1997). Portfolios: Promoting the role of reflection in the pre-service education of graduate teachers [Paper presentation]. NZARE Conference, Auckland.
Lester, S. (1995). Beyond knowledge and competence: Towards a framework for professional education. Capability, 1(3), 44-52.
Loughran, J. (1995). Practising what I preach: Modelling reflective practice to student teachers. Research in Science Education, 25(4), 431-451.
Loughran, J., & Corrigan, D. (1995). Teacher portfolios: A strategy for developing learning and teaching in persevere education. Teaching and Teacher Education, 11, 565-577.
Lyons, N. (1998). Portfolios possibilities: Validating a new teacher professionalism. In N. Lyons (Ed.), With portfolio in hand (pp. 1-21). Teacher College Press.
McIntyre, D. (1993). Theory, theorizing and reflection in initial teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development (pp. 39-52). Falmer Press.
Meeus, W., Van Petegem, P., & Engels, N. (2009). Validity and reliability of portfolio assessment in pre-service teacher education. Assessment and Evaluation in Higher Education, 34(4), 401-413.
Meeus, W., Van Petegem, P., & Meijer, J. (2008). Portfolios as means of promoting autonomous learning in teacher education: A quasi-experimental study. Educational Research, 50(4), 361-386.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. Jossey-Bass.
Mokhtari, K., Yellin, D., Bull, K., & Mongomery, D. (1996). Portfolio assessment in teacher education: Impact on preservice teacher’s knowledge and attitudes. Journal of Teacher Education, 47(4), 245-251.
Nagle, J. F. (2009). Becoming a reflective practitioner in the age of accountability. The Educational Forum, 73, 76-86.
Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: What remains ‘untold’. Educational Research, 47(1), 25-44.
Paulson, F., Paulson, P., & Meyer, C. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-63.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Setteducati, D. (1995). Portfolio self-assessment for teachers: A reflection on the Farmingdale. Journal of Staff Development, 16(3), 2-5.
Shulman, L. (1998). Teacher portfolios: Theoretical activity. In N. Lyons (Ed.), With portfolio in hand (pp. 23-49). Teacher College Press.
Slade, M., Burnham, T., Catalana, S., & Waters, T. (2019). The impact of reflective practice on teacher candidates' learning. International Journal for the Scholarship of Teaching and Learning, 13(2), Article 15. https://doi.org/10.20429/ijsotl.2019.130215
Smith, K., & Tillema, H. (1998). Evaluating portfolio use as a learning tool for professionals. Scandinavian Journal of Educational Research, 42(2), 193-205.
Smith, K., & Tillema, H. (2001). Long-term influences of portfolios on professional development. Scandinavian Journal of Educational Research, 45(2), 183-203.
Smith, K., & Tillema, H. (2003). Clarifying different type portfolio use. Assessment and Evaluation in Higher Education, 28(6), 625-648.
Stephenson, J. (1998). The concept of capability and its importance in higher education. In J. Stephenson & M. Yorke (Eds.), Capability and quality in higher education (pp. l-13). Kogan Page.
Strijbos, J., Meeus, W., & Libotton, A. (2007). Portfolio assignments in teacher education: A tool for self-regulating the learning process. International Journal for the Scholarship of Teaching and Learning, 1(2), Article 17.
Taylor, I. (1997). Developing learning in professional education: Partnerships for practice. Society for Research into Higher Education & Open University Press.
van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. State University of New York Press.
Wade, R., & Yarbrough, D. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12(1), 63-79.
Winsor, P., Butt, R., & Reeves H. (1999). Portraying professional development in preservice teacher education: Can portfolios do the jobs? Teachers and Teaching: Theory and Practice, 5(1), 9-31.
Woodward, H. (1998). Reflective journals and portfolios: Learning through assessment. Assessment and Evaluation in Higher Education, 23(4), 415-423.
Woodward, H. (2000). Portfolios: Narratives for learning. Professional Development in Education, 26(2), 329-349.
Zeichner, K. (1996). Teachers as reflective practitioners and the democratization of school reform. In K. Zeichner, S. Melnick & M. Gomx (Eds.), Currents of reform in pre-service teacher education (1st ed., pp. 199-213). Teachers College Press.
Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613-621.