Portfolios as Programmatic Practice: A Collaborative Self-Study

• In Event: Marriott Roundtable Session 18
  In Roundtable Session: Linkages Between Theory and Practice in Self-Study

Abstract

Self-study researchers have explored the challenges and benefits of using portfolios in their teaching practice. A focus on linking theory and practice has emerged as a generative possibility when using portfolios with students. However, few S-STEP investigations consider how portfolios as a programmatic pedagogy can help teacher educators refine their teaching practices to support teacher candidates’ connections between theory and practice. Presented is a theoretical framework that responds to the call of Lyons and Freidus (2004) for the development of an epistemology of practice as we interrogate how programmatic e-portfolios can provide the structure for reflection on, and integration of, transformative pedagogies. We conclude with an enhanced call for S-STEP research into practicum.

Authors

• Kevin O'Connor, Mount Royal University

• Gladys Sterenberg, Mount Royal University

• Norman Davis Vaughan, Mount Royal University