Sustainable Development Goals
Abstract/Objectives
The multimodal portfolios in visual and oral modes enabled preservice teachers to construct knowledge, particularly in contextualized language instruction and activity designs and to foster their reflective practice through self-evaluation and peer evaluations.
Results/Contributions
Students completed a multimodal portfolio in order to make their professional learning on competence-based instruction and contextualized language instruction visible. Learners’ reflections were as follows:
1. I think a multimodal portfolio can make me understand my teaching lesson and structure more.
2. It’s pretty worthy learning because we all are learning step by step, with the peer-review and brainstorming
Keywords
curriculum knowledgeEnglish instructionknowledge constructionmultimodal portfolios
Contact Information
簡靜雯
cwchien@mx.nthu.edu.tw