Portfolio implementation for self-reflection and professional growth of students in the arts

Abstract

This qualitative study investigated the integration of personal teaching portfolios by three-year post Diploma in Education learner-lecturers pursuing a Bachelor of Education degree in Teacher Education (B.EdTE) in art and design and music. The portfolio approach was implemented within the attachment phase of the programme in teachers colleges. Findings revealed that individual mapping aided professional growth and application of disciplinary content knowledge by students. In addition, reflection featured as a central self-assessment construct in portfolio development. However, limited sessional time in colleges marred students from initiating and exploring innovative pedagogical strategies for enhanced learning. The study suggests extending the conception of the portfolio to include digitalisation of research based materials and implementation of broader authentic assessment modes within dialogical and collegial frameworks for the development of 21st century competences in teaching art and design and music.