Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/29666
Título: | Writing and the situated construction of teachers’ cognition: portfolios as complex performative spaces |
Autor(es): | Pereira, Íris Susana |
Palavras-chave: | Portfolio Writing Genre Teachers’ professional learning Reflection Performative acts Complex thought |
Data: | Mai-2014 |
Editora: | Routledge |
Revista: | Language and Education |
Resumo(s): | With this paper, I aim to contribute to the understanding of the teaching portfolio as a genre. I analyse the linguistic construction and performative nature of the reflective voice in the portfolio of one pre-service teacher. The results reveal her voice to have been constructed upon the convergence of other voices and to perform diverse reflective actions. The portfolio is conceptualised as a complex performative space that is used to construct a complex thought about practice and, accordingly, verbally act upon the development of the teacher's reflective cognition. I finally equate some research questions that are set by this conceptualisation. |
Tipo: | Artigo |
URI: | https://hdl.handle.net/1822/29666 |
DOI: | 10.1080/09500782.2014.908904 |
ISSN: | 0950-0782 1747-7581 |
Versão da editora: | http://www.tandfonline.com/loi/rlae20#.U8UBPkCa9UA |
Arbitragem científica: | yes |
Acesso: | Acesso aberto |
Aparece nas coleções: | CIEd - Artigos em revistas científicas internacionais com arbitragem |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
---|---|---|---|---|
Portfolios_Íris Pereira.pdf | 228,13 kB | Adobe PDF | Ver/Abrir |