文章基本信息

标题：Portfolio-Based Teaching and Learning
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作者：Jennifer Ajandi ; Susan Preston ; Jennifer Clarke 等
期刊名称：Critical Social Work
印刷版ISSN：1543-9372
出版年度：2019
卷号：14
期号：1
页码：2-13
DOI：10.22329/csw.v14i1.5869
出版社：Critical Social Work
摘要：The portfolio and its use have been widely documented across various disciplines and at different levels in education. The portfolio is a useful assessment tool for evaluating student learning and a process-oriented approach that encourages critical reflexive thought and self-directed learning. More recent social work education literature discusses the portfolio as a synthesis of theory, practice, and critical self-reflection. In our program, students were expected to focus on the context of power, privilege, social location, and identity within their critical self-reflections. In this paper, the authors reflect on the launch of the first portfolio course as an alternative to the field placement for undergraduate students of social work on-campus at a large urban university. This alternative course was launched within an anti-oppressive social work program and we discuss the opportunities and challenges that arise.
其他关键词：portfolio, social work education, anti-oppression, critical reflection