Abstract
This chapter introduces and explores how reflective portfolio inquiry as a process of interrogation of teaching and learning can advance self-study. After delineating this conceptualization, the chapter provides three case studies to demonstrate the process. Validity of the knowledge of practice uncoffered through portfolio inquiry is discussed as determined by a method called validation. Although a portfolio process is widely used in teacher education, to date few systematic studies of it have been carried out. The authors argue for its utility, pointing to existing evidence such as the case studies. They contend that a reflective portfolio process can provide a highly accessible structure that sca3olds practitioner inquiries, makes public the knowledge of practice, and opens it to debate to advance a new scholarship of teacher education.
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Lyons, N., Freidus, H. (2004). The Reflective Portfolio in Self-Study: Inquiring Into and Representing A Knowledge of Practice. In: Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., Russell, T. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6545-3_27
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