Beschreibung
This multi-perspective study on an implementation process of portfolios in an Austrian Gymnasium context stretches over more than three years. The dichotomy caused by implementing and using portfolios as learning strategy and alternative assessment tool in a fairly traditional educational context is the central research focus. Process details as well as outcomes are critically looked upon from the perspectives of the learners, the teacher and the contextual setting.
Autorenportrait
Dr., M.A., Gymnasiallehrerin für Deutsch und Englisch. Lehrbeauftragte an der Universität Innsbruck für Fachdidaktik und in der Lehrer/innen Aus- und Weiterbildung tätig.
