I’ve been thinking a lot lately about student-centered pedagogy. This is a phrase that gets thrown out a lot by progressive educators, a phrase intended to invoke equality, culturally relevant teaching, social justice, funds of knowledge, humanizing pedagogies–you name it. Student-centered pedagogy is a buzzword for all that is ‘good’ in teaching.
I was asked to speak at a panel on Friday about how instructors in our program work with the e-portfolio in their classes. When it was my turn to speak, I started by admitting (1) my initial skepticism about the e-portfolio and whether or not it was actually useful, and (2) the fact that I didn’t know everything about how to best prepare my student teachers and, in fact, that I was still figuring things out. I then went on to talk about some of the technical things that I do in my instruction with the portfolio.
I have an incredibly talented and thoughtful group of friends. Many of them write regularly on their blogs (there’s a whole list of them in the column to the right). Really, my friends–especially those far afield–are responsible for my renewed writing binge here.
I may have become a stalker.
It’s not my fault, though, I swear. See, it all started with a phone number switch.
I’ve recently been asked to work with our career office in the School of Education, doing consultation and professional development around our student teachers’ e-portfolios. This means that I’ve got to confront head-on some of my misgivings about the e-portfolio project and how it relates to preparing student teachers.
While living in Mexico, I joked that speaking Spanish forced me to be far more Zen about life: Since I could only speak in the present tense, I was forced to just live in that present tense.
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