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首页> 外文期刊>The Teacher Educator >TRANSITIONING FROM STUDENTS TO PROFESSIONALS: USING A WRITING ACROSS THE CURRICULUM MODEL TO SCAFFOLD PORTFOLIO DEVELOPMENT
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TRANSITIONING FROM STUDENTS TO PROFESSIONALS: USING A WRITING ACROSS THE CURRICULUM MODEL TO SCAFFOLD PORTFOLIO DEVELOPMENT

机译：从学生到专业的过渡：使用跨课程模型的写作来发展脚手架

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摘要

Teacher educators have found portfolios to be a valuable way to judge readiness for student-teaching and initial certification as well as an effective means of examining and validating teacher preparation programs. Tension exists between using the portfolio as a product for evaluation and maintaining its focus as a personal examination, synthesis, and reflection on becoming a teacher. This qualitative action research study was designed to explore the effects of incorporating writing workshops built on Writing Across the Curriculum (WAC) principles into the initial portfolio process required of students during their first semester in an undergraduate middle-grades teacher-education program. Findings indicate that the students approached the portfolio requirement from a consumer perspective and that writing anxiety was a major obstacle. Implications of the study point to a need for student writing support for the portfolio and a need to view the portfolio construction process as a critical step in the transition from student to professional educator.
机译：教师教育者发现，档案袋是判断学生是否准备好进行教学和初步认证的宝贵方法，也是检查和验证教师预备课程的有效手段。在使用档案袋作为评估产品与保持重点作为个人检查，综合以及对成为一名教师的思考之间存在张力。这项定性的行动研究旨在探索将基于跨课程写作（WAC）原理构建的写作研讨会纳入学生在初中级本科教育课程的第一个学期所需的初始学习过程的影响。调查结果表明，学生从消费者的角度出发满足了档案袋的要求，而写作焦虑是一个主要障碍。研究的意义表明，需要学生对档案袋进行写作支持，并需要将档案袋建设过程视为从学生向职业教育者过渡的关键步骤。

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  • 来源
    《The Teacher Educator》 |2008年第1期|46-58|共13页
  • 作者

    Lori Elliott; Nancy Lee Daily; Lori Fredricks; Meadow Sherrill Graham;

  • 作者单位

    Department of Middle-Secondary Education & Instructional Technology, Georgia State University,;

    Department of Middle-Secondary Education & Instructional Technology, Georgia State University,;

    Department of Middle-Secondary Education & Instructional Technology, Georgia State University,;

    Department of Curriculum and Instruction/Literacy Studies, University of West Virginia Morgantown,;

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