Learnings from Three Years of Portfolio Use in Teacher Education

Carroll, James L.; Potthoff, Dennis; Huber, Tonya

doi:10.1177/0022487196474003

Cited by 26 publications

(20 citation statements)

References 8 publications

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“…Some of these solutions could be related with long-term educational traditions and attitudes, and others with teacher skills or workload they undertook. Very similar findings were reported in other research studies emphasizing the need for clearly identified process, benefit(s), purpose(s), and for providing continuous feedback (Carroll, Potthoff and Huber 1996;Smith and Tilemma 2003).…”

Section: Discussionsupporting

confidence: 87%

Prospective teachers’ perceptions on different aspects of portfolio

Erdoğan

2010

Asia Pacific Educ. Rev.

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This qualitative-case study examined how portfolio and portfolio assessment were perceived by prospective teachers. The participants were 23 prospective teachers from seven different teaching areas from a Turkish university. A semi-structured individual interview was conducted. The interview schedule included 15 open-ended questions. The main results emerged from content analysis were that prospective teachers perceived portfolio as a learning and an assessment tool. Further, they believed that portfolio was complementary rather than an alternative assessment method to traditional assessment procedures.

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Section: Discussionsupporting

confidence: 87%

Prospective teachers’ perceptions on different aspects of portfolio

Erdoğan

2010

Asia Pacific Educ. Rev.

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“…As a consequence, they did not invest enough time and energy in the portfolio construction process. Carroll, Potthoff, and Huber (1996) investigated the perceptions of 30 teacher educators about the purposes and the use of a portfolio after these educators had worked with portfolios for 3 years. Although these educators had 3 years of experience, they were still striving for a clear and shared understanding of the portfolio's purpose.…”

Section: Article In Pressmentioning

confidence: 99%

Using an analogy in the introduction of a portfolio

Tartwijk

Rijswijk

Tuithof

et al. 2008

Teaching and Teacher Education

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Students in many teacher education programmes experience confusion about portfolios. This study investigated whether using an analogy in the introduction of a portfolio helps teacher education students understand both the purpose of a portfolio and how to compile it. It was also investigated whether these students' understanding correlates with their appreciation of portfolios. In the analogy, portfolios were compared with job application letters, curricula vitae and the references that are common in selection procedures for new employees. This analogy was helpful in promoting students' understanding. Their understanding correlated with their appreciation of this instrument. r

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“…Duidelijkheid is vereist zodat studenten weten wat er van hen wordt verwacht. [5][6] Vrijheid is belangrijk omdat zonder die vrijheid het werken aan het portfolio gemakkelijk ontaardt in een invuloefening. Wanneer teveel aan het portfolio wordt voorgeschreven is het risico groot dat de student het portfolio routinematig 'invult' en de reflectie op de eigen ontwikkeling minder uit de verf komt.…”

Section: unclassified

Portfolio om de basisarts-in-opleiding te begeleiden

Overeem¹,

Driessen²,

Tartwijk³

et al. 2003

TMEO

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InleidingPortfolio's maken een opmerkelijke opmars binnen het hoger onderwijs. Deze belangstelling is het gevolg van de onderwijsvernieuwingen die veel opleidingen op dit moment doormaken. Hierbij vindt een verschuiving plaats van traditionele curricula gericht op kennis en/of vaardigheden naar curricula waarin de ontwikkeling van competenties een centrale plaats heeft. Waar in traditionele curricula de nadruk lag op beroepsgebonden vaardigheden (bijvoorbeeld het vermogen om taken te kunnen vervullen als het stellen van een differentiaal diagnose of het verrichten van lichamelijk onderzoek) wordt in recentere curricula meer aandacht besteed aan competenties, zoals het beter kunnen vervullen van taken door goed communiceren, problemen oplossen en plannen. Een belangrijke manier om deze competenties te verwerven is door handelen in de praktijk (ervaringsleren). Het gaat er om in verschillende opleidings-en 

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Learnings from Three Years of Portfolio Use in Teacher Education

Cited by 26 publications

References 8 publications

Prospective teachers’ perceptions on different aspects of portfolio

Prospective teachers’ perceptions on different aspects of portfolio

Using an analogy in the introduction of a portfolio

Portfolio om de basisarts-in-opleiding te begeleiden

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