Please use this identifier to cite or link to this item: https://hdl.handle.net/1822/29666

TitleWriting and the situated construction of teachers’ cognition : portfolios as complex performative spaces
Author(s)Pereira, Iris Susana Pires
KeywordsPortfolio
Writing
Genre
Teachers’ professional learning
Reflection
Performative acts
Complex thought
Issue dateMay-2014
PublisherRoutledge
JournalLanguage and Education
Abstract(s)With 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.
TypeArticle
URIhttps://hdl.handle.net/1822/29666
DOI10.1080/09500782.2014.908904
ISSN0950-0782
1747-7581
Publisher versionhttp://www.tandfonline.com/loi/rlae20#.U8UBPkCa9UA
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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