The learning portfolio as a tool for stimulating reflection by student teachers
Mansvelder-Longayroux, D.D.
Citation
Mansvelder-Longayroux, D. D. (2006, December 6). The learning portfolio as a tool for stimulating reflection by student teachers. ICLON PhD Dissertation Series. Retrieved from https://hdl.handle.net/1887/5430
Version: Corrected Publisher’s Version
License: Licence agreement concerning inclusion of doctoralthesis in the Institutional Repository of the University of Leiden
Downloaded from: https://hdl.handle.net/1887/5430
The learning portfolio
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This research was carried out in the context of the Dutch Interuniversity Center for
Educational Research
Title: The learning portfolio as a tool for stimulating reflection by student teachers Titel: Het ontwikkelingsportfolio als reflectie-instrument voor docenten-in-opleiding
Leiden University, ICLON Graduate School of Teaching Cover photographics Oscar Postma
Cover design Mignon Longayroux
Printed by drukkerij Mostert & Van Onderen!, Leiden
ISBN 90-9021318-x
978-90-9021318-7 © 2006, D.D. Mansvelder-Longayroux
The learning portfolio as a tool for
stimulating reflection by student teachers
Proefschrift
ter verkrijging van de
graad van Doctor aan de Universiteit Leiden, op gezag van de Rector Magnificus Dr. D.D. Breimer,
hoogleraar in de faculteit der Wiskunde en Natuurwetenschappen en die der Geneeskunde,
volgens besluit van het College voor Promoties te verdedigen op woensdag 6 december 2006
klokke 13.45 uur
door
Désirée Danièle Mansvelder-Longayroux geboren te Rotterdam
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Promotiecommissie:
Promotores: Prof. Dr. N. Verloop
Prof. Dr. D. Beijaard (Rijksuniversiteit Groningen) Referent: Prof. Dr. F.A.J. Korthagen (Universiteit Utrecht) Overige leden: Dr. P.C. Meijer
Dr. J.W.F. van Tartwijk
Table of contents
1 Introduction 9
1.1 Background to the study 9
1.2 Purpose, research questions, and context of the study 11
1.3 Relevance of the study 12
1.4 Nature of the research 12
1.5 Overview of the study 13
2 Student teachers’ perceptions of the functions of 15 the learning portfolio in their learning process
2.1 Introduction 15
2.2 Theoretical background 18
2.2.1 The process function of the learning portfolio 18 2.2.2 Reflection and the portfolio 20 2.2.3 Self-regulation of learning 21 2.2.4 Construction of practical knowledge 22
2.3 Method 23
2.3.1 Context 23
2.3.2 The learning portfolio 24
2.3.3 Participants 25
2.3.4 Data-gathering 26
2.3.5 Data analysis 26
2.4 Results 32
2.4.1 Differences between the portfolio functions 32 2.4.2 Relationship between the portfolio functions 36 2.5 Conclusions and discussion 39 Appendix Illustration of coding units 44
3 The nature of reflection in the learning portfolio 47
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3.2 Theoretical background 49
3.2.1 Reflection as a principle for teacher education 49 3.2.2 Reflection as a process 50 3.2.3 Reflection in the portfolio 51 3.2.4 Reflection in this research project 52
3.2.5 Research question 53 3.3 Method 53 3.3.1 Context 53 3.3.2 The portfolio 54 3.3.3 Participants 55 3.3.4 Data-gathering 56 3.3.5 Data analysis 56 3.4 Results 59
3.4.1 Differences between the learning activities 60 3.4.2 Some illustrations of learning activities 62 3.4.3 Pattern of learning activities 66 3.4.4 Illustration of a pattern of learning activities 68 3.5 Conclusions and discussion 70
4 Reflection in the learning portfolio geared to the 75 understanding of experiences 4.1 Introduction 76 4.2 Theoretical background 77 4.2.1 Research question 78 4.3 Method 81 4.3.1 Context 81
4.3.2 The learning portfolio 81
4.3.3 Participants 82
4.3.4 Data analysis 83
4.4 Results 84
4.4.1 Portfolio theme clusters 84 4.4.2 Themes and meaning-oriented learning activities 85 4.4.3 Illustration of themes with meaning-oriented learning 86 activities
5 General conclusions and discussion 101
5.1 Conclusions 101
5.2 Discussion 105
5.3 Limitations of the study 107 5.4 Suggestions for further research 108 5.5 Recommendations for teacher education 109
References 113
Summary 123
Nederlandse samenvatting 133
Curriculum vitae 143
Nawoord 145
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