Critical Reflection for Transformative Learning Understanding e-Port
This book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning for educational equity. It begins with a conceptualization of critical reflection in teacher education, then analyz
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Critical Reflection for Transformative Learning Understanding ePortfolios in Teacher Education
Critical Reflection for Transformative Learning
Katrina Liu
Critical Reflection for Transformative Learning Understanding ePortfolios in Teacher Education
Katrina Liu Department of Teaching and Learning University of Nevada, Las Vegas Las Vegas, NV, USA
ISBN 978-3-319-01954-3 ISBN 978-3-319-01955-0 (eBook) https://doi.org/10.1007/978-3-319-01955-0 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
This book is dedicated to: Ada Liu Miller Kai Liu Miller
Foreword
One of the characteristics of teacher education around the world has been the continual emergence of slogans that gain popularity within the teacher education community and then receive funding from governments and philanthropists. These slogans begin with specific meanings that are attached to them by their initial advocates, and then over time, they begin to broaden and blur until the meaning becomes unclear and almost everything comes reside under these umbrella terms. Partnerships, teacher education for social justice, and evidence-based teacher education are a few of these slogans. Reflection has been one of the most popular slogans in teacher education internationally during the last fifty years. It has come to the point now, where it is almost impossible to know what someone means by the term in a teacher education context until it is examined more deeply. Often though, there is no “more deeply,” no clear articulation of what exactly is meant by reflection. Reflection has been often used as a label to give the illusion that a program is being innovative and that important changes have
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