Enhancing professionalism through a professional practice portfolio

References

• Argyris , C. and Schön , D. 1974 . Theory in practice: Increasing professional effectiveness , San Francisco : Jossey‐Bass .
   Google Scholar
• Artiles , A.J. , Kozleski , E.B. , Dorn , S. and Christensen , C. 2006 . Learning in inclusive education research: Re‐mediating theory and methods with a transformative agenda . Review of Research in Education , 30 : 65 – 108 .
   Web of Science ®Google Scholar
• Bean , T.W. and Stevens , L.P. 2002 . Scaffolding reflection for preservice and inservice teachers . Reflective Practice , 3 (2) : 205 – 218 .
   Google Scholar
• Biggs , J. 2003 . Teaching for quality learning at university , (2nd ed.) , Maidenhead, , UK : Society for Research into Higher Education .
   Google Scholar
• Boud , D. and Walker , D. 1998 . Promoting reflection in professional courses: The challenge of context . Studies in Higher Education , 23 (2) : 191 – 206 .
   Web of Science ®Google Scholar
• Buysse , V. , Sparkman , K. and Wesley , P. 2003 . Communities of practice: Connecting what we know with what we do . Exceptional Children , 69 (3) : 263 – 277 .
   Web of Science ®Google Scholar
• Cheetham , G. and Chivers , G. 1998 . The reflective (and competent) practitioner: A model of professional competence which seeks to harmonise the reflective practitioner and competence‐based assessment . Journal of European Industrial Training , 22 (7) : 267 – 276 .
   Google Scholar
• Dimova , Y. and Loughran , J. 2009 . Developing a big picture understanding of reflection in pedagogical practice . Reflective Practice , 10 (2) : 205 – 217 .
   Google Scholar
• Edwards , R. and Nicoll , K. 2006 . Expertise, competence and reflection in the rhetoric of professional development . British Educational Research Journal , 32 (1) : 115 – 131 .
   Web of Science ®Google Scholar
• Eraut , M. 1994 . Developing professional knowledge and competence , London : Falmer Press .
   Google Scholar
• Ghaye , T. 2007 . Is reflective practice ethical? (The case of the reflective portfolio) . Reflective Practice , 8 (3) : 151 – 162 .
   Google Scholar
• Ghaye , T. 2010 . In what ways can reflective practices enhance human flourishing? . Reflective Practice , 11 (1) : 1 – 7 .
   Google Scholar
• Glazer , J.L. 2008 . Educational professionalism: An inside‐out view . American Journal of Education , 114 : 169 – 189 .
   Web of Science ®Google Scholar
• Handal , G. and Lauvas , P. 1987 . Promoting reflective teaching: Supervision in practice , Milton Keynes, , UK : SRHE and Open University .
   Google Scholar
• Hobbs , V. 2007 . Faking it or hating it: Can reflective practice be forced? . Reflective Practice , 8 (3) : 405 – 417 .
   Google Scholar
• Johnston , B. 2004 . Summative assessment of portfolios: An examination of different approaches to agreement of outcomes . Studies in Higher Education , 29 (3) : 395 – 412 .
   Web of Science ®Google Scholar
• Jones , E. 2009a . “ Can portfolios promote quality learning? ” . In Tertiary assessment and higher education student outcomes: Policy, practice and research , Edited by: Meyer , L.H. , Davidson , S. , Anderson , H. , Fletcher , R. , Johnston , P.M. and Rees , M. Wellington, , New Zealand : Ako Aotearoa .
   Google Scholar
• Jones , E. 2009b . Personal theory and reflection in a professional practice portfolio . Assessment and Evaluation in Higher Education , : 1 – 12 . iFirst Article
   Web of Science ®Google Scholar
• Jordan , A. , Glenn , C. and McGhie‐Richmond , D. 2010 . The Supporting Effective Teaching(SET) project: The relationship of inclusive practice to teachers’ beliefs about disability and ability, and about their roles as teachers . Teaching and Teacher Education , 26 : 259 – 266 .
   Web of Science ®Google Scholar
• Klenowski , V. and Lunt , I. 2008 . Enhancing learning at doctoral level through the use of reflection? . Assessment & Evaluation in Higher Education , 23 (2) : 203 – 217 .
   Google Scholar
• Klenowski , V. , Askew , S. and Carnell , E. 2006 . Portfolios for learning, assessment and professional development in higher education . Assessment and Evaluation in Higher Education , 31 (3) : 267 – 286 .
   Google Scholar
• Korthagen , F. and Lagerwerf , B. 2001 . “ Teachers’ professional learning: how does it work? ” . In Linking practice and theory: the pedagogy of realistic teacher education , Edited by: Korthagen , F. 175 – 206 . Mahwah, NJ : Lawrence Erlbaum .
   Google Scholar
• LaBoskey , V. 1993 . “ A conceptual framework for reflection in preservice teacher education ” . In Conceptualizing reflection in teacher development , Edited by: Calderhead , J. and Gates , P. 23 – 38 . London : Falmer Press .
   Google Scholar
• Loughran , J. 2002 . Effective reflective practice: In search of learning about teaching . Journal of Teacher Education , 53 (1) : 33 – 43 .
   Web of Science ®Google Scholar
• Meeus , W. , Van Petegem , P. and Van Looy , L. 2006 . Portfolios in higher education: Time for a clarificatory framework . International Journal of Teaching and Learning in Higher Education , 17 (2) : 127 – 135 .
   Google Scholar
• Meeus , W. , Van Petegem , P. and Engels , N. 2009 . Validity and reliability of portfolio assessment in pre‐service teacher education . Assessment & Evaluation in Higher Education , 34 (4) : 401 – 413 .
   Web of Science ®Google Scholar
• Mena Marcos , J.J. , Miguel , E.S. and Tillema , H. 2009 . Teacher reflection on action: What is said (in research) and what is done (in teaching) . Reflective Practice , 10 (2) : 191 – 204 .
   Google Scholar
• Mentkowski , M. and Associates . 2000 . Learning that lasts: Integrating learning, development, and performance in college and beyond , San Francisco : Jossey‐Bass .
   Google Scholar
• Mezirow , J. 1991 . Transformative dimensions of adult learning , San Francisco : Jossey‐Bass .
   Google Scholar
• Mezirow , J. 2000 . “ Learning to think like an adult ” . In Learning as transformation: Critical perspectives on a theory in progress , Edited by: Mezirow , J. and Associates . 3 – 33 . San Francisco : Jossey‐Bass .
   Google Scholar
• Miles , M. and Huberman , A. 1994 . Qualitative data analysis , (2nd ed.) , Thousand Oaks, CA : Sage .
   Google Scholar
• Ministry of Education . 1996 . Special Education 2000 , Wellington, , New Zealand : Author .
   Google Scholar
• Ministry of Education . 2001 . Resource teachers: Learning and behaviour clusters: Effective governance, management and practice: , Ministry of Education Special Education Unit .
   Google Scholar
• Ministry of Education . n.d. . Resource teacher: learning and behaviour: policy and toolkit , Wellington, , New Zealand : Author .
   Google Scholar
• Moore , D. , Anderson , A. , Timperley , H. , Glynn , T. , Macfarlane , A. Brown , D. 1999 . Caught between stories: Special education in New Zealand , Wellington : New Zealand Council for Educational Research .
   Google Scholar
• Pleasants , H. , Johnson , C. and Trent , S. 1998 . Reflecting, reconceptualizing, and revising. The evolution of a portfolio assignment in a multicultural teacher education course . Remedial and Special Education , 19 (1) : 46 – 58 .
   Web of Science ®Google Scholar
• Roberts , A. 2009 . Encouraging reflective practice in periods of professional workplace experience: The development of a conceptual model . Reflective Practice , 10 (5) : 633 – 644 .
   Google Scholar
• Samuels , M. and Betts , J. 2007 . Crossing the threshold from description to deconstruction and reconstruction: Using self‐assessment to deepen reflection . Reflective Practice , 8 (2) : 269 – 283 .
   Google Scholar
• Schön , D. 1983 . The reflective practitioner: How professionals think in action , New York : Basic Books .
   Google Scholar
• Schön , D. 1987 . Educating the reflective practitioner: Toward a new design for teaching and learning in the professions , San Francisco : Jossey‐Bass .
   Google Scholar
• Shulman , L. 1998a . Theory, practice, and the education of professionals . The Elementary School Journal , 98 (5) : 511 – 526 .
   Web of Science ®Google Scholar
• Shulman , L. 1998b . “ Teacher portfolios: A theoretical activity ” . In With portfolio in hand , Edited by: Lyons , N. 23 – 49 . New York : Teachers College Press .
   Google Scholar
• Smeby , J.‐C. 2007 . Connecting to professional knowledge . Studies in Higher Education , 32 (2) : 207 – 224 .
   Web of Science ®Google Scholar
• Smith , K. and Tillema , H. 2003 . Clarifying different types of portfolio use . Assessment and Evaluation in Higher Education , 28 (6) : 625 – 648 .
   Google Scholar
• Thomson , C. , Brown , D. , Jones , E. and Manins , E. 2000 . The development of resource teachers in New Zealand: A quarter century paradigm of change . New Zealand Annual Review of Education , 9 : 23 – 42 .
   Google Scholar
• Thomson , C. , Brown , D. , Jones , L. , Walker , J. , Moore , D.W. Anderson , A. 2003 . Resource teachers learning and behaviour: Collaborative problem solving to support inclusion . Journal of Positive Behaviour Interventions , 5 (2) : 101 – 111 .
   Web of Science ®Google Scholar
• Torff , B. 1999 . “ Tacit knowledge in teaching: Folk pedagogy and teacher education ” . In Tacit knowledge in professional practice: Researcher and practitioner perspectives , Edited by: Sternberg , R. and Horvarth , J. 195 – 214 . London : Lawrence Erlbaum .
   Google Scholar
• van Manen , M. 1977 . Linking ways of knowing with ways of being practical . Curriculum Inquiry , 6 (3) : 205 – 228 .
   Web of Science ®Google Scholar
• Wiggins , G. 1998 . Educative assessment: Designing assessments to inform and improve student performance , San Francisco : Jossey‐Bass .
   Google Scholar
• Yorke , M. 2003 . Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice . Higher Education , 45 (4) : 477 – 501 .
   Web of Science ®Google Scholar
• Zeichner , K. and Wray , S. 2001 . The teaching portfolio in US teacher education programs: What we know and what we need to know . Teaching and Teacher Education , 17 (5) : 613 – 621 .
   Web of Science ®Google Scholar