Using Teacher Portfolios to Enrich the Methods Course Experiences of Prospective Mathematics Teachers

Abstract

This paper illustrates ways to employ teacher portfolios to improve the quality of methods course experiences for prospective mathematics teachers. Based upon research conducted in an undergraduate teacher preparation program, this case study describes how the author used teacher portfolios to mentor prospective teachers in new ways. The case describes the author's experiences through a case study of his assessment of and response to one prospective teacher's portfolio. This portfolio illustrated themes that were present in other teachers' portfolios, but did so in ways that highlighted strategies for change to the methods course. Through the lens of this teacher's portfolio the author identified specific ways that the prospective teacher's beliefs were impacting her teaching practice, a result that enabled him to better help all of the teachers in the methods course reflect on their teaching. By providing a detailed account of the feedback process that led to this result, this paper illustrates how mathematics teacher educators can use prospective teachers' portfolios to enrich the quality of their methods courses.

Reframing Portfolio Evidence Empowering Teachers through Single-Case Frameworks

“…Portfolios are collections of purposefully selected materials, organized to depict and examine professional practice (Grossman, 2005;Hartmann, 2004). Unlike experimental and quasi-experimental studies that require numerous participants to draw generalized conclusions, portfolios may allow practicing teachers to focus on themselves and their classrooms for purposes of assessment and professional development.…”

Las reflexiones que los maestros en formación incluyen en su portafolios sobre su aprendizaje didáctico matemático en el aula universitaria

“…Se intentó investigar la naturaleza de las reflexiones que emergen a partir de la elaboración de un portafolios de aprendizaje, donde la idea de 'reflexión' fue desarrollada a través de un camino específico relacionado con las consideraciones que cada estudiante para profesor realizó al modificar un trabajo propio en función de la formación obtenida en el aula universitaria. La reconsideración del propio trabajo es uno de los aspectos fundamentales en los que se basa el portafolios de aprendizaje según se ha explicado (Campbell, Melenyzer, Nettles y Wyman, 1999;Hartmann, 2004). Pero, si bien se ha escrito mucho sobre la importancia de la práctica reflexiva, ha sido escasa la atención prestada al proceso reflexivo que los futuros docentes experimentan durante la realización de un portafolios de aprendizaje (Tillema, 1998).…”