Teacher Candidate Portfolios: Routine or Reflective Action?

Abstract

Documentation is sparse regarding outcomes associated with teacher education portfolios and the quality of the reflections contained within the portfolios. This collective case study of six teacher candidates enrolled in an elementary teacher education program at a large midwestern university explores the outcomes of developing a portfolio based on state standards. The first question focuses on the outcomes of the portfolio process for the teacher candidate; the second is an investigation of the critical events that facilitate outcomes associated with the portfolio; the third addresses the nature and quality of reflections that accompany portfolios. The constant comparative method is used to analyze data within and among the six cases. Data sources include electronic portfolios, observations of portfolio seminars, and interviews with teacher candidates, cooperating teachers, and center coordinators. A reflexive journal is used to increase the overall trustworthiness. The study identifies four outcomes of this portfolio process for the teacher candidates: It increased their understanding of standards; it supported the organization and articulation of their thoughts; it encouraged them to reflect; and it provided a snapshot of their professional growth.