PORTFOLIOS AS BOUNDARY OBJECT: LEARNING AND CHANGE IN TEACHER EDUCATION

Transformation in teacher education is seen as crucial for creating change within the educational system. In this article, we explore how members in a teacher education program interpret new ideas and tools such as portfolio assessment, case-based methods, and ICT. These ideas and tools are importan...

Full description

Saved in:
Bibliographic Details
Published in:Research and practice in technology enhanced learning 2007-11, Vol.2 (3), p.299-318
Main Authors: JAHREIE, CECILIE FLO, LUDVIGSEN, STEN R.
Format: Article
Language:English
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Transformation in teacher education is seen as crucial for creating change within the educational system. In this article, we explore how members in a teacher education program interpret new ideas and tools such as portfolio assessment, case-based methods, and ICT. These ideas and tools are important conditions for the collective change of the institution, where portfolio assessment emerges as a new object between the subject-oriented communities. In activity theoretical terms, we suggest that learning is a matter of acting on and talking about the object within and between communities. These sideways movements lead to transformations on the object. This conception also gives us an alternative perspective on the classical theory/practice problem.
ISSN:1793-2068
1793-7078
DOI:10.1142/S179320680700035X