Portfolio w kształceniu nauczycieli - MARIA SZYMAŃSKA (Autor) (Kraków, 2019)
https://wydawnictwo.ignatianum.edu.pl/portfolio-w-ksztalceniu-nauczycieli.htm
Publikacja recenzowana
The book entitled Portfolio in Teachers’ Education is aimed at showing how appropriately constructed portfolio can foster the teacher personal and professional development. It can support its users in discovering a new quality of their creative-pedagogical identity. Thus, portfolio understood as “a bridge” connecting theory with practice, appears to be the method used for enhancing the teacher development in the area of formation, which results in obtaining such a kind of identity. It happens owing to the deployment of the reflective-transformative theory in practice. This theory grows from the pedagogical theory seen in the personalistic perspective, cognitive-humanistic approach, and other theories including the constructive, experience learning, multisided, and creative ones. The practice of teacher portfolio demands respecting the principles that are reflected in building its structural components covering, for example: the journal of reflection, interview with reflection, lesson format with reflection, summary with reflection. These components have to correspond to each other in some way, what makes the portfolio practitioner systematic in performing the tasks its structure that is oriented towards developing the reflective practitioners’ skills corresponding with the creative ones. The portfolio application elicits the meaning of transformative creativity featuring with reflection conducted in a personal, pedagogical, and professional dimension, what resonates with the formation dimensions. Therefore, each component of portfolio should feature with reflection and creativity in order to realize the educational goals. Additionally, the teacher portfolio can be understood as a method of gathering data from the reflections included in its components, what seems justified in the domain of research conducted for many years upon enhancing its quality in the teacher practice. Using the layer analysis of data, which appears as a novum in the qualitative research enabled the author to elicit the new categories of the teacher and professional identity that are tightly aligned with the human integral development, where a spiritual aspect performs the key role in it. This aspect can be clearly perceived in the domain of formation rooted in the axiology. Furthermore, analysis of the data collected mainly from the journal of reflection, interview with reflection and summary with reflection led the author to acknowledge that portfolio can be used in the teacher formation, in other words, in the teacher formative education that bring the desired changes expressed by educators who take care of the high quality of teacher education that is connected with the students and pupils education. The formative education of teachers should be reflected in the pupils’ formative education what needs first of all the reflective change in the core curriculum that should deeply consider the personalistic, perspective, divergent perspective of setting the educational goals and the ways of their achievements. The book Portfolio in Teachers’ Education covers four chapters dealing with the following aspects: theoretical foundations of reflection upon teachers’ education; portfolio seen as “the bridge” connecting the theory and practice; methodological foundation for reflection upon the formative teachers’ education; directions towards the theory of formative teachers’ education. The matters mentioned in these chapters indicate the process that goes from the theoretical research to practical dimension of the theories implementation, then to empirical research, next to the implications emerging from the research layer analysis that underline the necessity of building a new concept of teacher education that is the formative one. Concluding, the book Portfolio in Teachers’ Education elicits the meaning of portfolio as the method that can used in educational and scientific-research area. Its implementation in practice seems to enhance the personal and profession
Keywords: pedagogika; badania w działaniu; dziennik refleksji; edykacja; kształcenie; metody dydaktyczne; nauczyciele; pedeutologia; portfolio; refleksyjność; twórczość