LEADER 03756nam 22005055 450 001 9910468244603321 005 20240923182252.0 010 $a9783319019550 010 $a3319019554 024 7 $a10.1007/978-3-319-01955-0 035 $a(CKB)4100000011513466 035 $a(MiAaPQ)EBC6381450 035 $a(DE-He213)978-3-319-01955-0 035 $a(EXLCZ)994100000011513466 100 $a20201019d2020 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCritical Reflection for Transformative Learning $eUnderstanding e-Portfolios in Teacher Education /$fby Katrina Liu 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (XV, 144 p. 10 illus., 5 illus. in color.) 311 08$a9783319019543 311 08$a3319019546 327 $aIntroduction -- Four prospective teachers and their programs -- Critical reflections struggle to emerge -- Performative but not transformative -- Problematizing the performance -- Prospective teachers' understanding of critical reflection -- Prospective teachers attitudes towards the e-portfolio -- Performing to the audience -- Disjuncture between performance and action -- Missed opportunities for transformative learning -- Supporting prospective teachers' critical reflections for transformative learning: data based frameworks, e-portfolio design and processes, creative activities and assignments, classroom observation and supervision, toward a community of critically reflective practitioners -- Coding and analyzing narratives to encourage transformative learning: open, axial and selective coding; hand coding; computer-assisted coding; multi-rater coding; data triangulation -- Putting it all together: creating a teacher preparation program utilizing e-portfolios for critical reflection and transformative learning -- To the future -- Appendix 1: Methodological Strategies -- Appendix 2: Codes and coding samples. . 330 $aThis 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. 606 $aEducational technology 606 $aTeachers$xTraining of 606 $aDigital Education and Educational Technology 606 $aTeaching and Teacher Education 615 0$aEducational technology. 615 0$aTeachers$xTraining of. 615 14$aDigital Education and Educational Technology. 615 24$aTeaching and Teacher Education. 676 $a370.711 700 $aLiu$b Katrina$0955412 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910468244603321 996 $aCritical reflection for transformative learning$92161904 997 $aUNINA