Pre-Service Portfolios: A Base for Professional Growth

Abstract

We studied first-year teachers who had developed professional portfolios in their preservice program. Data came from two interviews with 11 graduates. Participants valued the portfolio process, most continuing to maintain their professional portfolios and to use aspects of the process with their students. Two frameworks, "The Portfolio Organizer" and "retell, relate, reflect," supported portfolio use. Factors affecting continued portfolio implementation included first-year teaching pressures, the influence of other teachers, and external expectations. The first-year teachers experienced a positive change in attitude and acquired confidence as they refined their use of portfolios. L'étude porte sur l'utilisation des portfolios professionnels par des enseignants en formation des maîtres. Les données proviennent de deux entrevues menées auprès de 11 étudiants diplômés. Les participants apprécient la méthode du portfolio ; la plupart les tiennent à jour et en utilisent certains éléments avec leurs élèves. Deux systèmes, « The Portfolio Organizer » et « retell, relate, reflect », favorisent l'utilisation des porfolios. Parmi les facteurs ayant une incidence sur le recours aux portfolios, les auteures mentionnent les pressions inhérentes à l'enseignement lors de la première année, l'influence des autres enseignants et les attentes externes. Au cours de leur première année, les enseignants deviennent plus sûrs d'eux-mêmes à mesure qu'ils raffinent leur utilisation des portfolios.

Re-play: Re-assessing the effectiveness of an arts partnership in teacher education

“…Elementary teacher-candidates in Canada undergo an intensive certification program focusing on nurturing and caring behaviours (Cook 2001;Gurney and Andrews 1998) and reflective practice Rolheiser and Schwartz 2001). However, once in their own classrooms, beginning teachers often experience difficulty reconciling theory and practice (Cole and McNay 1989;Dolloff 2003).…”

Exploring Student Teachers’ Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course

“…It also encourages constructivist and connectivist approaches to teaching and learning. (Wray, 2007b;Rolheiser & Schwartz, 2001) and creates meaningful assessment practices for self-directed learning (Jones, 2010;Robichaux & Guarino, 2012). Therefore, e-Portfolios are critical instruments for managing the academic progress of each student; and can play an important role in managing the performance and progress of an entire education system (Arslam, 2014;Fisher, Cheung, Pickard, Chen, Cheung & Wong, 2011;Wray, 2007a;Trevitt, Macduff & Steed, 2013).…”

Rethinking Electronic Portfolios to Promote Sustainability among Teachers

“…Eportfolios track progress during undergraduate experiences, induction programs and National Board certifications but are rarely followed after these purposes are met (Milman, 2009;Rolheiser & Schwartz, 2001).…”

“…Research focusing on eportfolio retention suggests that teachers quickly abandon practices following career milestones (Grant & Huebner, 1998;Rolheiser & Schwartz, 2001). Shepherd and Hannafin (2008) found that while preservice teachers identified eportfolio benefits to consider alternative view-points, reflect deeply on teaching experiences and promote goal formation and attainment, they did not anticipate using them in employment situations because of time constraints, lack of incentives and conflicting institutional interests.…”

“…Yet, existing communication channels appear to be unidirectional. Institutions publish findings about their practices but do not seek to align them between proximate organizations through common purposes, objectives and tools (Milman 2009;Rolheiser & Schwartz, 2001;Shepherd & Hannfin, 2008). Thus, social norms within specific teacher organizations rarely transfer to other settings.…”