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A Portfolio for Assessment of the Practice of Special Education Resource Teachers

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dc.contributor.author Jones, Elizabeth Joan
dc.date.accessioned 2008-08-05T02:19:48Z
dc.date.accessioned 2022-10-26T21:16:54Z
dc.date.available 2008-08-05T02:19:48Z
dc.date.available 2022-10-26T21:16:54Z
dc.date.copyright 2007
dc.date.issued 2007
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/24941
dc.description.abstract This case study investigated the development and implementation of a portfolio for the assessment of professional practice in a professional development programme (PDP) that prepares experienced teachers to undertake a new and paradigmatically different resource teacher (RTLB) role in special education in New Zealand. The findings from four years of action research provide a detailed analysis of the relationship between the design and teaching of a portfolio practice, and the learning and professional practice of the RTLB. The portfolio, while meeting the requirements for summative assessment of practice, fulfilled important formative assessment functions for RTLB. Three interrelated themes were identified in the analysis of data: engagement, support and enhanced professionalism. The formative benefits of the portfolio process were dependent on the level of engagement of the RTLB. Several threats to engagement were identified including understanding of the requirements, confidence about practice, time management and the perceived risks associated with the high stakes function of the portfolio. However, some of these threats were mitigated by support from teaching programme and supervision provided by the faculty, relationships with fellow classmates, critical friendships, peer coaching mentoring and supervision relationships in workplaces. As a result of engagement in the portfolio process, professionalism was enhanced. The requirement to demonstrate practice consistent with the learning outcomes of the professional development programme resulted in RTLB undertaking new practice, improving existing practice and taking a more planned and systematic approach to their casework. The influence on practice demonstrated by this portfolio is one of the most important findings of the study. The study includes recommendations for the use of portfolios in assessment by identifying the significant features of the portfolio and teaching programme. Further research is recommended into the nature of effective supervision, the role of portfolios in formative programme evaluation, the sustainability of practices after the completion of the portfolio and the predictive validity of portfolio grading as demonstrated by future practice. en_NZ
dc.language en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.subject Portfolios in education en_NZ
dc.subject New Zealand en_NZ
dc.subject Training of special education teachers en_NZ
dc.subject Rating of special education teachers en_NZ
dc.title A Portfolio for Assessment of the Practice of Special Education Resource Teachers en_NZ
dc.type Text en_NZ
vuwschema.type.vuw Awarded Doctoral Thesis en_NZ
thesis.degree.discipline Education en_NZ
thesis.degree.grantor Te Herenga Waka—Victoria University of Wellington en_NZ
thesis.degree.level Doctoral en_NZ
thesis.degree.name Doctor of Philosophy en_NZ

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