Overview
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Katrina Liu
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Department of Teaching and Learning, University of Nevada, Las Vegas, Las Vegas, USA
A Research-based guide for teacher educators and ePortfolio designers
Contains detailed narratives of prospective teachers' teaching practice as reflected in their ePortfolios as well as rigorous analysis of their reflections and teaching
Demonstrates the importance of triangulating prospective teachers’ reflections with classroom observations in understanding real classroom practice
Provides a framework for a transformative teacher education community to achieve educational equity
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Table of contents (9 chapters)
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Back Matter
Pages 137-144
About this book
This book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning for educational equity. It begins with a conceptualization of critical reflection in teacher education, then analyzes the social discourse of prospective teachers' teaching practice through their ePortfolio reflections, triangulated by classroom teaching observations and interviews. The results of the research show that prospective teachers’ reflections are performative and do not typically trigger transformative learning, in large part because of discrepancies in the structures of the ePortfolio, the goals of the teacher education program, and the mentoring and supervisory practices. With this analysis in hand, the book turns to practical questions, providing a transformative framework along with examples and tips for teacher educators to use the author’s methods to understand and analyze prospective teachers’ reflection and support their transformative learning.
Authors and Affiliations
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Department of Teaching and Learning, University of Nevada, Las Vegas, Las Vegas, USA
Katrina Liu
About the author
Katrina Liu is an associate professor in the Department of Teaching and Learning at the University of Nevada, Las Vegas. She earned her PhD in Curriculum and Instruction from the University of Wisconsin-Madison with specializations in teacher education and educational leadership and policy analysis. Focusing on theory, practice, and innovation in preparing teachers to teach in diverse classrooms, Katrina’s current research focuses on critical reflection for transformative learning, social capital and resilience among teachers of color and researchers of color, critical counter-narrative in teacher education, and self-sustaining communities of practice for teacher professional development. Her interdisciplinary work appears in journals such as Review of Research in Education, Educational Review, Journal of Teacher Education and Technology, and Reflective Practice.
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