Teacher Candidate Portfolios: Routine or Reflective Action?

McIntyre, Christie; Dangel, Julie Rainer

doi:10.1080/01626620.2009.10463519

Cited by 4 publications

(1 citation statement)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Goodfellow (2004), "documentation of professional practice not only enables a developing professional to reflect on their practices but also provides a testament to those practices in ways that are enriching and empowering" (p. 72). The process of compiling a portfolio leads to evidence of professional growth as well as the organization and articulation of teachers' thoughts (McIntyre & Dangel, 2009). Moreover, it "encourages the integration of theory and practice and the articulation of a theory of practice" (Jones, 2010a, p. 309).…”

Section: Value Of Teacher Portfoliosmentioning

confidence: 99%

The Contribution of Portfolios to Professional Development in TESOL: An Investigation into Teachers’ Beliefs and Attitudes

Xerri¹,

Campbell²

2015

Language in Focus

View full text Add to dashboard Cite

This article explores teachers' beliefs and attitudes in relation to the implementation of portfolios and their contribution to professional development in Malta. Based on the results of a mixed methods study, the article demonstrates that in order for the implementation of a portfolio system to cultivate professional development teachers' beliefs and attitudes need to be adequately examined. Through an investigation of such beliefs and attitudes, this study highlighted a number of issues that need to be considered in order to maximize the benefits of portfolios. Such research is necessary because itprovides an opportunity to foreground teacher agency with respect to effective portfolio implementation and use.

show abstract

Section: Value Of Teacher Portfoliosmentioning

confidence: 99%