Writing and the situated construction of teachers’ cognition: portfolios as complex performative spaces
2014; Taylor & Francis; Volume: 28; Issue: 6 Linguagem: Inglês
10.1080/09500782.2014.908904
ISSN1747-7581
Autores Tópico(s)Innovative Education and Learning Practices
ResumoAbstractWith this paper, I aim to contribute to the understanding of the teaching portfolio as a genre. I analyse the linguistic construction and performative nature of the reflective voice in the portfolio of one pre-service teacher. The results reveal her voice to have been constructed upon the convergence of other voices and to perform diverse reflective actions. The portfolio is conceptualised as a complex performative space that is used to construct a complex thought about practice and, accordingly, verbally act upon the development of the teacher's reflective cognition. I finally equate some research questions that are set by this conceptualisation.Keywords: portfoliowritinggenreteachers’ professional learningreflectionperformative actscomplex thought AcknowledgementsThe author wishes to thank the Grupo de Trabalho – Inovação Pedagógica (GT-IP), at the Institute of Education, University of Minho, and the attendants of the 8th International Conference of the International Association for the Improvement of Mother Tongue Education, for discussion and suggestions. The author also wishes to thank Guillermo Lorenzo for his support.Additional informationFundingThis research was financially supported by national funds provided by FCT (Fundação para a Ciência e a Tecnologia) under the project PEst-OE/CED/UI1661/2014 through CIEd (Centro de Estudos em Educação) at the Universidade do Minho, Portugal.
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