Writing and the situated construction of teachers??? cognition : portfolios as ...

• Author(s): Pereira, Iris Susana Pires
• Date: 2014
• Persistent ID: http://hdl.handle.net/1822/29666
• Origin: RepositóriUM - Universidade do Minho
• Subject(s): Portfolio; Writing; Genre; Teachers??? professional learning; Reflection; Performative acts; Complex thought
• Document Type: Article
• Language: English

Description

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.