Teaching portfolios, community, and pre-service teachers’ professional development

Wray, Susan

doi:10.1016/j.tate.2006.10.004

Cited by 59 publications

(54 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most of the students also stated that portfolio assessment contributed to their individual and professional development. These findings are in line with the results of studies conducted by Cook-Benjamin (2001), Klenowski et al (2006), Wray (2007), Birgin (2008Birgin ( , 2011, Gulbahar and Kose (2006), and Ntuli, Keengwe and Blankson (2009). It has been argued that the use of teaching portfolios creates a situation where students become more self-confident about their practice (e.g., Anderson and DeMeulle, 1998;Darling Hammond and Snyder, 2000;Kilbane and Milman, 2003).…”

Section: Discussion and Suggestions For Practicesupporting

confidence: 83%

Implementing Portfolios in Teacher Training:Why we use them and why we should use them

Akşit¹

2016

EJER

View full text Add to dashboard Cite

Problem statement: After the implementation of new curricula in 2005, portfolios have become commonplace in teacher training programs in Turkey. Even though the use of portfolios is quite popular, the studies have shown that portfolios are mostly used to assess student learning outcomes, while the effectiveness of the educators and teacher training programs is usually unnoticed. For this reason, this study will focus on the contributions of portfolio utilization to educators and training programs. Purpose of Study:This study investigates the use of the portfolios in teacher training programs and analyses the contribution of portfolio utilization to educators, teacher training programs, and students.Method: An action research design was adopted involving 25 third grade social studies student teachers, who were randomly chosen from a sample of 128 students by selecting every fifth student on the classroom list of a semester-long course (14 weeks) in the 2012-2013 academic years at a state university in Turkey. This is a qualitative research study based on four open-ended questions and semi-structured interviews that were conducted with eight educators. Findings and Results:The findings indicated that portfolio utilization helps educators make modifications in their traditional roles and encourages them to adopt more student-centred approaches. In addition, portfolios assist in clarifying the program scope and goals and makes learning outcomes transparent. Furthermore, portfolios are a viable, effective, and * Assist.Prof. Dr., Pamukkale University, Art and Science Faculty, aksitf@pau.edu.tr 98Fisun Aksit appropriate tool in documenting student teachers' learning and professional development. Conclusions and Recommendations:The results of the research show that educators should take the utilization of portfolio into account not just to increase students' learning and assessment but also because of its additional benefits to educators and programs through many factors, such as being informed about the qualities and effectiveness of the program and daily lectures, putting the constructivist philosophy of the program into practice, creating a more democratic environment, ensuring one-toone interaction with the students, providing individualized learning, and using assessment as an integral part of learning and promoting dialogue with colleagues.

show abstract

Section: Discussion and Suggestions For Practicesupporting

confidence: 83%

Implementing Portfolios in Teacher Training:Why we use them and why we should use them

Akşit¹

2016

EJER

View full text Add to dashboard Cite

show abstract

“…Because teacher education is the most advanced field studying portfolios, analyses often focus on use of these portfolios for the learning and development of pre-service teachers (Butler, 2006). This is an important topic in university education in general, but it is even more important for pre-service teachers, as it involves their impact not only on initial training but also on professional development (Wray, 2007). Explorations of the use of the electronic portfolio in teacher education stress its possibilities for development of competencies in technology.…”

Section: Electronic Portfolios In Teacher Educationmentioning

confidence: 99%

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

2016

View full text Add to dashboard Cite

This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher's perception of use of these tools (electronic portfolio in Moodle-Mahara, in the institutional environment of a university in southern Europe), examining the variables participation, autonomous learning, and motivation. The results show no increase in motivation, but they do show an increase in autonomy, especially a progressive increase in the student's online participation in a blended learning context. The results show a positive correlation between the variables participation and university student's performance. Research into the uses and impact of electronic portfolios on undergraduates has implications for improving educational practice by fostering increased participation and autonomous learning.

show abstract

“…It must be borne in mind that despite "how initially daunting the process of portfolio construction was for some teachers, there is an implication that all teachers need and would benefit from introduction to the portfolio" (Dingham & Scott, 2003, p. 243). Wray (2007) explains that "voicing concerns and frustrations around the development of a teaching portfolio is part of the process of both portfolio development and participating in a teacher learning community" (p. 1150). The "emotional destabilisation experienced in the process of taking stock of oneself as a teacher" is typical of the act of "traversing the jagged and uneven terrain of the path towards self-knowledge and growth as a teacher" (FitzPatrick & Spiller, 2010, p. 177).…”

Section: Challengesmentioning

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

Teaching portfolios, community, and pre-service teachers’ professional development

Cited by 59 publications

References 10 publications

Implementing Portfolios in Teacher Training:Why we use them and why we should use them

Implementing Portfolios in Teacher Training:Why we use them and why we should use them

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

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

Contact Info

Product

Resources

About