Orbis scholae je odborný recenzovaný časopis zaměřený na problematiku školního vzdělávání v jeho širších sociokulturních souvislostech. Cílem časopisu je přispět k porozumění školnímu vzdělávání a jeho rozvoji, k řešení problémů praxe a vzdělávací politiky.
ORBIS SCHOLAE, Vol 5 No 2 (2011), 67–78
Fostering self-regulated learning with portfolios in schools and higher education
Michaela Gläser-Zikuda, Jan Fendler, Julia Noack, Sascha Ziegelbauer
zveřejněno: 21. 02. 2018
The portfolio is often described as an approach effective for the fostering of self-regulated learning in different educational areas. The processes of planning, documenting, and reflecting on individual learning activities are core issues of the portfolio approach. Two aims of the use of portfolios in education are discussed in this contribution. First, the enhancement of self-regulated learning and learning competencies is an important topic. Second, aspects of evaluation and assessment through the use of portfolios are discussed. In this context, the application of portfolios may be seen as an example of a shift from teacher-based instruction to student-centered learning. However, up to now, there has been a lack of empirical evidence regarding these assumptions. In this contribution, three studies are presented that focus on portfolio implementation for the fostering of self-regulated learning in schools, teacher education, and higher education. Central theoretical aspects of the portfolio concept and empirical designs of the studies are described.
klíčová slova: self-regulated learning and learning competencies, accent on learning rather than teaching, portfolio as a tool, portfolio types, studies on portfolio implementation in school, teacher education, higher education
Fostering self-regulated learning with portfolios in schools and higher education is licensed under a Creative Commons Attribution 4.0 International License.
230 x 157 mm
vychází: 3 x ročně
cena tištěného čísla: 150 Kč