You are here:

Reflecting on Portfolio Development: How Does the Portfolio Facilitate a Preservice Teacher’s Growth?
ARTICLE

, , The Ohio State University, Lima, United States

IJOPCD Volume 1, Number 1, ISSN 2155-6873 Publisher: IGI Global

Abstract

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

Citation

Lee, H.J. & Herner-Patnode, L. (2011). Reflecting on Portfolio Development: How Does the Portfolio Facilitate a Preservice Teacher’s Growth?. International Journal of Online Pedagogy and Course Design, 1(1), 64-78. IGI Global. Retrieved September 25, 2022 from .

Keywords