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Portfolio Assessment of Teaching Practice: Views From Business Education In-Service Student Teachers in Botswana

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Title: Portfolio Assessment of Teaching Practice: Views From Business Education In-Service Student Teachers in Botswana
Language: English
Authors: Sithole, Burman Musa
Source: Online Submission. 2011:523-531.
Peer Reviewed: N
Page Count: 9
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Inservice Teacher Education, Reflective Teaching, Student Attitudes, Problems, Educational Innovation, Portfolios (Background Materials), Student Teachers, Portfolio Assessment, Program Effectiveness, Learning Experience, Faculty Development, Business Education, Case Studies, Questionnaires, Content Analysis, Interviews, Student Teacher Attitudes, Student Teacher Evaluation, Student Teacher Supervisors, Cooperating Teachers, Practicum Supervision, Business Education Teachers, Evaluation Methods
Geographic Terms: Botswana
ISSN: 1548-6613
Abstract: Portfolio assessment of teaching practice was first introduced into the University of Botswana's Faculty of Education in May 2010. This study sought to investigate the impact of this innovative new professional development/assessment system on the professional growth and development of in-service teachers. The findings of the study suggest that although student teachers found portfolio development to be cumbersome and time-consuming, the general consensus was that developing portfolios provided useful and valuable learning experience which enhanced their creativity, reflective practice and continuous professional growth. Overall, students found portfolio development and its assessment and evaluation of a cumulative collection of their creative works to be a better approach for the assessment of teaching than the traditional approach. The study also found out that there was a lack of consistency in the way supervisors assessed students' portfolio and for this reason, it concluded with the recommendation that in order to increase the reliability and credibility of portfolio assessment, there is a need to provide intensive orientation and clear guidelines to students and all classes of supervisors in future in the form of clear expectations for the purpose of selection of artifacts, organization, reflection, assessment and evaluation of portfolios. (Contains 1 table.)
Abstractor: As Provided
Number of References: 23
Entry Date: 2011
Accession Number: ED526801
Database: ERIC
FullText Text:
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  Data: Portfolio Assessment of Teaching Practice: Views From Business Education In-Service Student Teachers in Botswana
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  Data: <searchLink fieldCode="AR" term="%22Sithole%2C+Burman+Musa%22">Sithole, Burman Musa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2011:523-531.
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  Data: 9
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  Data: 2011
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Problems%22">Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Evaluation%22">Student Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Supervisors%22">Student Teacher Supervisors</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Practicum+Supervision%22">Practicum Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education+Teachers%22">Business Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Botswana%22">Botswana</searchLink>
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– Name: Abstract
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  Data: Portfolio assessment of teaching practice was first introduced into the University of Botswana's Faculty of Education in May 2010. This study sought to investigate the impact of this innovative new professional development/assessment system on the professional growth and development of in-service teachers. The findings of the study suggest that although student teachers found portfolio development to be cumbersome and time-consuming, the general consensus was that developing portfolios provided useful and valuable learning experience which enhanced their creativity, reflective practice and continuous professional growth. Overall, students found portfolio development and its assessment and evaluation of a cumulative collection of their creative works to be a better approach for the assessment of teaching than the traditional approach. The study also found out that there was a lack of consistency in the way supervisors assessed students' portfolio and for this reason, it concluded with the recommendation that in order to increase the reliability and credibility of portfolio assessment, there is a need to provide intensive orientation and clear guidelines to students and all classes of supervisors in future in the form of clear expectations for the purpose of selection of artifacts, organization, reflection, assessment and evaluation of portfolios. (Contains 1 table.)
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  Data: 2011
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 9
        StartPage: 523
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Problems
        Type: general
      – SubjectFull: Educational Innovation
        Type: general
      – SubjectFull: Portfolios (Background Materials)
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Portfolio Assessment
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Business Education
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      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Student Teacher Attitudes
        Type: general
      – SubjectFull: Student Teacher Evaluation
        Type: general
      – SubjectFull: Student Teacher Supervisors
        Type: general
      – SubjectFull: Cooperating Teachers
        Type: general
      – SubjectFull: Practicum Supervision
        Type: general
      – SubjectFull: Business Education Teachers
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Botswana
        Type: general
    Titles:
      – TitleFull: Portfolio Assessment of Teaching Practice: Views From Business Education In-Service Student Teachers in Botswana
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              Type: published
              Y: 2011
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