Teaching portfolios: A strategy for developing learning and teaching in preservice education

Loughran, John; Corrigan, Deborah

doi:10.1016/0742-051x(95)00012-9

Cited by 95 publications

(65 citation statements)

References 12 publications

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“…Since the 1990s portfolios have been used as a means of documenting teaching progress and as a reflection tool (Borko, Mihalec, Timmons, & Siddle, 1997;Loughran & Corrigan, 1995;Zeichner & Wray, 2001). The subject matter in portfolio reflections largely consists of teaching experiences: the content of lessons, management of student behaviour, the school context, and teacher performance.…”

Section: Use Of Portfolios and Eportfolios In Teacher Educationmentioning

confidence: 99%

How Can Technology Make This Work? Preservice Teachers, Off-Campus Learning and Digital Portfolios

Moran

Vozzo

Reid

et al. 2013

AJTE

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Section: Use Of Portfolios and Eportfolios In Teacher Educationmentioning

confidence: 99%

How Can Technology Make This Work? Preservice Teachers, Off-Campus Learning and Digital Portfolios

Moran

Vozzo

Reid

et al. 2013

AJTE

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“…Proponents of portfolio use claim portfolios provide an opportunity and a structure for teachers to document and describe their teaching; articulate their professional knowledge; and reflect on what, how, and why they teach (e.g., Loughran & Corrigan, 1995;Wolf et al, 1995;Zubizarreta, 1994). Despite some evidences that teacher portfolios were tested tools for assessment many years ago as shown in studies such as those by Athanases (1994) and Wolf et al (1995), portfolios have seldom been studied as a vehicle for teacher learning and growth.…”

Section: Introductionmentioning

confidence: 99%

“…They also created a need for student teachers to systematically examine their practice; encouraged them to gather information on their practice, their students, and their schools; and created a meaningful context in which to link the university and its research-based knowledge with the classroom and its practical demands (Lichtenstein, Rubin, & Grant, 1992). A study by Loughran and Corrigan (1995) found portfolios to be useful either for encouraging reflection on practice or for helping student teachers in job interviews. Observations indicate developing portfolios during teaching practice enhanced student teachers' interest in teaching practice as it provided the opportunity for student-teachers to reflect on their teaching (Saiqa & Hafiz, 2006).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Teaching Practice Assessment using Student-Teacher Portfolios

Kaino¹

2014

MJSS

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The mathematics student-teacher portfolio is used to document information about mathematics teaching, student-teacher progress through stages of experimentation and achievements during the teacher preparation period. Generally, portfolios have been considered to be reflective tools where student-teachers reflect on why, what and how they teach to meet set objectives. This theoretical paper provides a background on the use of a portfolio in student-teacher teaching practice and its significance in teacher preparation by referring to the mathematics subject. The portfolio assessment procedures are outlined and the portfolio assessment instruments developed and discussed. At the end, the portfolio assessment manual is presented. The author recommends the use of a portfolio in assessing mathematics student-teachers to form a greater part of teaching practice assessment.

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“…Much has been written about portfolios and ePortfolios in teacher education (Loughran and Corrigan, 1995;Wright, Stallworth and Ray, 2002; Lorenzo and Ittleson, 2005;Park and Lim, 2006;Zellers and Mudrey, 2007;Hartmann and Calandra, 2007;Young, 2008; Imhof 1 The PGCE is a one-year pre-service teaching course at M level (second level) with 24 weeks spent in two different secondary schools; the remainder of the course is spent in university. 2 GTP is a one-year pre-service teaching course based in a school with days spent in university.…”

Section: Introductionmentioning

confidence: 99%

“…Much has been written about portfolios and ePortfolios in teacher education (Loughran and Corrigan, 1995;Wright, Stallworth and Ray, 2002;Lorenzo and Ittleson, 2005;Park and Lim, 2006;Zellers and Mudrey, 2007;Hartmann and Calandra, 2007;Young, 2008;Imhof and Picard, 2009;Jones, 2010;Joyes, Gray and Hartnell-Young, 2010;Chatham-Carpenter, Seawel and Raschig, 2010;Meyer et al, 2010) and relating to Higher Education beyond preservice teacher training education (Lankes, 1995;Mason, Pegler and Weller, 2004;Challis, 2008;Bolliger and Shepherd, 2010;Vernazza et al, 2011). However, a literature search found no evidence of research based on the continuation of an ePortfolio from university into employment within the context of teacher education, the focus of this paper.…”

Section: Introductionmentioning

confidence: 99%

ePortfolios beyond pre-service teacher education: a new dawn?

Boulton¹

2013

European Journal of Teacher Education

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The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment.Keywords: ePortfolio; technology; secondary; pre-service teachers; newly qualified teachers; continuing professional development; employablity. IntroductionThis paper presents the findings of a research project focussing on ePortfolios in pre-service teacher education from university into employment and is therefore of interest to teacher educators both in the United Kingdom (UK) and internationally. This paper thus builds on existing research into ePortfolios in pre-service teacher education and explores a new area of development by examining how and if the ePortfolio, created as a pre-service teacher, can be extended into the NQT year. The research draws on key theories of: identity, self-regulation leading to self-efficacy, and situated learning; these are discussed in more detail later in the paper. The project was part funded by the Training Development Agency, UK.The context is the final phase of a longitudinal action research project spanning four years at Nottingham Trent University (NTU), United Kingdom (UK), focussing on the evaluation of ePortfolios for pre-service teachers to present evidence of their digital journey to becoming a teacher. This final phase aimed to identify whether the e-Portfolio, developed as a pre-service teacher, could create a space where a newly qualified teacher (NQT), working in a 'situated' context could reflect on teaching and plan targets for future action.Two key aims were identified for this phase: to pilot the use of ePortfolios beyond teacher training, initially into the NQT year; and to identify if whether an ePortfolio tool could continue to support the professional development for NQTs during their continuing teaching career. The focus for this phase was NQTs employed in the secondary sector (11-18 years) who had completed either a Post-Graduate Certificate in Education (PGCE) 1 or a Graduate Teacher Programme 2 (GTP) in the previous year within the School of Education at NTU. This paper thus builds on existing research into ePortfolios in teacher education and explores a new area of development by examining how and if the ePortfolio can be extended into the NQT year. The research draws on key theories: identity, self-regulation leading to self-efficacy, and situated learning; th...

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Teaching portfolios: A strategy for developing learning and teaching in preservice education

Cited by 95 publications

References 12 publications

How Can Technology Make This Work? Preservice Teachers, Off-Campus Learning and Digital Portfolios

How Can Technology Make This Work? Preservice Teachers, Off-Campus Learning and Digital Portfolios

Mathematics Teaching Practice Assessment using Student-Teacher Portfolios

ePortfolios beyond pre-service teacher education: a new dawn?

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