The Portfolio as a Tool for Stimulating Reflection by Student Teachers.

By Désirée D. Mansvelder-Longayroux, D. Beijaard, N. Verloop. 2007

261 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4ed08620ddecdf093afbb665c77cfa318ebe971f

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In Education

Citations in the corpus

The collective dimension of reflective practice: the how and why (2011, unknown): “Reflective practice has become a mandatory professional competency in many initial teacher training programs (Mansvelder-Longayroux, Beijaard, & Verloop, 2007 ; Richardson, 1990 ).”
Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review (2011, background): “Artifacts such as portfolios (e.g., in teacher education see Mansvelder-Longayroux et al. 2007) or concrete products and designs, can serve as boundary object to overcome the boundaries between vocational schools and workplaces.”
Key experiences in student teachers’ development (2011, result): “They seemed to conceptualize development in terms of an improvement of practice, a finding that is in keeping with other research, such as the study from Mansvelder-Longayroux et al. (2007). However, an alternative explanation might be that the instrument – line drawing in combination with defining ”
Student teachers’ patterns of reflection in the context of teaching practice (2015, result): “Mansvelder-Longayroux, Beijaard, and Verloop (2007) have found similar results in their research on student teachers’ reflection in portfolios.”
A model for programmatic assessment fit for purpose (2012, background): “literature, we know how hard it mostly is to get people to reflect and self-direct (Korthagen et al. 2001; Driessen et al. 2007; Mansvelder-Longayroux et al. 2007).”
A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes (2021, background): “Individual and collaborative reflections on beliefs and experiences are essential for professional learning (Bianchini & Colburn, 2000; Mansvelder-Longayroux et al., 2007).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “The present study seems to confirm earlier findings that meaningoriented reflection in combination with a focus on new ideas and behavior can be related to teacher change (Hoekstra et al., 2009; Mansvelder-Longayroux et al., 2007).”
Reflective practice in initial teacher training: critiques and perspectives (2013, background): “Many of the reviewed studies conclude that pre-service teachers show a low degree of reflective thinking (e.g. Calderhead, 1989; Hawkes & Romiszowski, 2001; Mansvelder-Longayroux et al., 2007; Ross, 1989).”
Experienced teachers' informal workplace learning and perceptions of workplace conditions (2009, unknown): “For instance, Mansvelder-Longayroux et al. (2007)”
Feedback Dialogues That Stimulate Students' Reflective Thinking (2013, result): “It is assumed that reflective thinking includes thinking activities such as describing, structuring, reasoning, analyzing, evaluating, attributing, concluding, and planning (Mansvelder-Longayroux, Beijaard, & Verloop, 2007 ; Stokking, Van der Schaaf, Leenders, & De Jong, 2004; Oosterbaan, Van der S”