Autoetnography of a teacher trainer
DOI:
https://doi.org/10.35362/rie732215Keywords:
ethnography; portfolio; training of trainers; biography; pedagogical practiceAbstract
This paper writes about a university scholar’ self-consciously value-centered metadiscourse to review e-portfolio knowledge goals and progress. The work meta-synthesised other teachers´ remembered thoughts, emotions and actions in order to recall shared focal themes (methodological and practical experiences) on e-portfolios that offer a new perspective on information behavior of people. The assumed scholar had used a first-person to establish the context (problems, methods and results) of e-portfolios for information and interaction, report findings, and raise issues within his narrative discourse about cultural aspects of university. Finally, the scholar as an applied ethnographer may have indicated about supposed relationships in the e-portfolio research literature between the construction of a ‘voice’ in university teachers’ ethnographic narratives and the university culture.
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References
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Hallinger, P., Heck, R.H. y Murphy, J. (2014). Teacher evaluation and school improvement: An analysis of the evidence. Educational Assessment, Evaluation and Accountability, 26, 5–28.
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Joksimovic, S., Gasevic, D., Kovanovic, V., Adesope, O. y Hatala, M. (2014). Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions. The Internet and Higher Education, 22, 1-10.
Kaplan, J.S. y Olan, E.L. (2015). Educating the Educator: Teacher Educators and Teachers Learning Through Portfolios and Reflections. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2015), Chicago, IL., USA.
La Barre, K. (2010). Facet analysis. Ann. Rev. Info. Sci. Tech., 44, 243–284.
Landis, C.M., Scott, S.B. y Kahn, S. (2015). Examining the Role of Reflection in ePortfolios: A Case Study. International Journal of ePortfolio, 5(2), 107-121.
Luo, L. (2008). Toward sustaining professional development: Identifying essential competencies for chat reference service. Library & Information Science Research, 30 (4), 298-311.
Milman, N.B. y Wray, S. (2014). Teaching Portfolios and Preservice Teacher Education: A Review of the Literature (1975-2012). Paper presented at the Annual Meeting of American Educational Research Association (AERA 2014), Philadelphia, Pennsylvania, USA.
Niemelä, R., Huotari, M.-L. y Kortelainen, T. (2012). Enactment and use of information and the media among older adults. Library & Information Science Research, 34, 212–219.
Parkes, K.A., Dredger, K.S. y Hicks, D. (2013). ePortfolio as a Measure of Reflective Practice. International Journal of ePortfolio, 3(2), 99-115.
Serrano-Puche, J. (2012). Herramientas web para la medición de la influencia digital: análisis de Klout y PeerIndex. El profesional de la información, 21(3), 298-303.
Zhang, J., Tao, D., Sun, Y., Chen, M.-H., Peebles, B. y Naqvi, S. (2015). Metadiscourse on Collective Knowledge Progress to Inform Sustained Knowledge-Building Discourse. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2015), Chicago, IL., USA.
Bass, R. (2012). Disrupting ourselves: The problem of learning in higher education. EDUCAUSE Review, 47(2), 23-33.
Capurro, R. y Hjørland, B. (2003). The concept of information. Annual Review of Information Science and Technology, 37, 343–411.
Carson, A.S., Mcclam, S., Frank, J. y Hannum, G.G. (2014). ePortfolio as a Catalyst for Change in Teaching: An Autoethnographic Examination of Transformation. International Journal of ePortfolio, 4(1), 73-83.
Connaway, L.S., Dickey, T.J. y Radford, M.L. (2011). “If it is too inconvenient I’m not going after it:” Convenience as a critical factor in information-seeking behaviors. Library & Information Science Research, 33, 179–190.
Dhanavandan, S. y Tamizhchelvan, M. (2013). A Critical Study on Attitude and Awareness of Institutional Repositories and Open Access Publishing. Journal of Information Science Theory and Practice, 1(4), 67-75.
Fox, R.K., White, C.S. y Kidd, J.K. (2011). Program portfolios: documenting teachers’ growth in reflection - based inquirí. Teachers and Teaching: theory and practice, 17(1), 149-167.
González-Teruel, A. (2015). Estrategias metodológicas para la investigación del usuario en los medios sociales: análisis de contenido, teoría fundamentada y análisis del discurso. El profesional de la información, 24(3), 321- 328.
Hallinger, P., Heck, R.H. y Murphy, J. (2014). Teacher evaluation and school improvement: An analysis of the evidence. Educational Assessment, Evaluation and Accountability, 26, 5–28.
Henscheid, J.M., Brown, G., Gordon, A. y Chen, H.L. (2014). Unlocking ePortfolio Practice: Teaching Beliefs. International Journal of ePortfolio, 4(1), 21-48.
Joksimovic, S., Gasevic, D., Kovanovic, V., Adesope, O. y Hatala, M. (2014). Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions. The Internet and Higher Education, 22, 1-10.
Kaplan, J.S. y Olan, E.L. (2015). Educating the Educator: Teacher Educators and Teachers Learning Through Portfolios and Reflections. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2015), Chicago, IL., USA.
La Barre, K. (2010). Facet analysis. Ann. Rev. Info. Sci. Tech., 44, 243–284.
Landis, C.M., Scott, S.B. y Kahn, S. (2015). Examining the Role of Reflection in ePortfolios: A Case Study. International Journal of ePortfolio, 5(2), 107-121.
Luo, L. (2008). Toward sustaining professional development: Identifying essential competencies for chat reference service. Library & Information Science Research, 30 (4), 298-311.
Milman, N.B. y Wray, S. (2014). Teaching Portfolios and Preservice Teacher Education: A Review of the Literature (1975-2012). Paper presented at the Annual Meeting of American Educational Research Association (AERA 2014), Philadelphia, Pennsylvania, USA.
Niemelä, R., Huotari, M.-L. y Kortelainen, T. (2012). Enactment and use of information and the media among older adults. Library & Information Science Research, 34, 212–219.
Parkes, K.A., Dredger, K.S. y Hicks, D. (2013). ePortfolio as a Measure of Reflective Practice. International Journal of ePortfolio, 3(2), 99-115.
Serrano-Puche, J. (2012). Herramientas web para la medición de la influencia digital: análisis de Klout y PeerIndex. El profesional de la información, 21(3), 298-303.
Zhang, J., Tao, D., Sun, Y., Chen, M.-H., Peebles, B. y Naqvi, S. (2015). Metadiscourse on Collective Knowledge Progress to Inform Sustained Knowledge-Building Discourse. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2015), Chicago, IL., USA.
How to Cite
Alegre de la Rosa, O. M., & Villar Angulo, L. M. (2017). Autoetnography of a teacher trainer. Iberoamerican Journal of Education, 73(2), 101–118. https://doi.org/10.35362/rie732215
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Published
2017-03-15
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- Docencia universitaria
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