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Series:

Lilia Halim, T.Subahan M. Meerah and Siti Fatimah Mohd Yassin

The National Education Blueprint (2006) has recommended changes in modes of assessment as a result of research that has found shortcomings in Malaysian preservice teachers’ higher-level skills, such as analysis, problem solving and effective communication, It is argued in this chapter that one mode of assessment – the portfolio –goes some way towards redressing these higher-level skill shortcomings. In this chapter we first critically examine the conventional assessment techniques being used in Malaysia and note their weaknesses. Then we mount an argument for the need for, and benefits of, the use of portfolio assessment in pre-service teacher education. Next we present two case studies as examples of using the portfolio as an assessment tool in pre-service teacher education, including a discussion on the issues and constraints experienced in each.

How should I know?

Preservice Teachers' Images of Knowing (by Heart ) in Mathematics and Science

Series:

Kathleen T. Nolan

Elementary preservice teachers’school experiences of mathematics and science have shaped their images of knowing, including what counts as knowledge and what it means to know (in) mathematics and science. In this book, preservice teachers’ voices challenge the hegemony of official everyday narratives relating to these images.
The book is written as a parody of a physical science textbook on the topic of light, presenting a kaleidoscope of elementary preservice teachers’ narratives of knowing (in) mathematics and science. These narratives are tied together by the metaphorical thread of the properties of light, but also held apart by the tensions and contradictions with/in such a critical epistemological exploration. Through a postmodern lens, the only grand narrative that could be imag(in)ed for this text is one in which the personal lived experience narratives of the participants mingle and interweave to create a sort of kaleidoscope of narratives. With each turn of a kaleidoscope, light’s reflection engenders new patterns and emergent designs. The narratives of this research text highlight patterns of exclusion, gendered messages, binary oppositions, and the particle nature and shadowy texture of knowing (in) mathematics and science. The presentation format of the book emphasizes the reflexive and polyphonic nature of the research design, illustrated through layers of spoken text with/in performative text with/in metaphorical text.
The metaphor of a kaleidoscope is an empowering possibility for a critical narrative written to both engage and provoke the reader into imag(in)ing a critical journey toward possibilities for a different “knowing by heart” in mathematics and science and for appreciating lived experience narratives with/in teacher education.

How Does Light Travel?

Rectilinear Propagation of Light

Series:

Kathleen T. Nolan