University of Zimbabwe Institutional Repository

Developing Critical And Reflective Thinking In Art Studio Practice Through Formative Portfolio Management: An Analysis Of Pre-Service Art And Design Secondary School Teachers

Show simple item record

dc.creator Mamvuto, Attwell
dc.date.accessioned 2014-12-23T13:15:50Z
dc.date.accessioned 2015-12-08T10:54:25Z
dc.date.available 2014-12-23T13:15:50Z
dc.date.available 2015-12-08T10:54:25Z
dc.date.created 2014-12-23T13:15:50Z
dc.date.issued 2004-03
dc.identifier Mamvuto, Attwell (2004) Developing Critical And Reflective Thinking In Art Studio Practice Through Formative Portfolio Management: An Analysis Of Pre-Service Art And Design Secondary School Teachers, ZJER Vol. 16, No. 1. Harare, Mt. Pleasant: HRRC
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/5548
dc.identifier.uri http://hdl.handle.net/10646/1877
dc.description.abstract This study sought to investigate the possibility of developing critical and reflective thinking in art and design through formative portfolio management. The study was carried out at Hillside Teachers’ College with a group of thirty-five pre-service art and design secondary school teachers. Data were collected qualitatively using informal conversational interviews, a semi-structured questionnaire, participant observation and analysis of documents (portfolio and studio practical work). Qualitative analysis, capturing both emic and etic perspectives, was the main mode of analysis and interpretation of data. Findings revealed that a formative portfolio is an effective mode for enhancing critical and reflective thinking provided students have a clear conception of the object and if approached collaboratively. Visual imagery, textual information and verbalization of thoughts were found to be critical means of showing active self-reflection during portfolio development and review. The stuff recommends that a formative portfolio be made part and parcel of art learning and every major studio assignment. Recommendations about academic examining in teachers’ colleges in the discipline are made in light of findings from the stuff.
dc.language en
dc.publisher Human Resources Research Centre (HRRC); University of Zimbabwe
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.title Developing Critical And Reflective Thinking In Art Studio Practice Through Formative Portfolio Management: An Analysis Of Pre-Service Art And Design Secondary School Teachers
dc.type Article


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record

Search UZeScholar


Advanced Search

Browse

My Account

xmlui.statisticsGoogleAnalytics.Navigation.title