Portfolios In Teacher Education Research Articles

Professional portfolios in teacher education: An exploration of their value and potential

Abstract The authors describe their exploration of the value of professional portfolios in teacher education. They clearly define professional portfolios as the fusion of processes and products of self‐evaluation and collaborative evaluation. They relate their experience in introducing portfolios and related practices to their teacher education program, their findings from a small pilot study when portfolios were used to supplement traditional applications for teaching jobs, and their responses to a mail survey of school superintendents. They conclude with a statement of their belief that the value of professional portfolios in teacher education is both actual and potential.

Case records as personal teaching texts for study in preservice teacher education

Drawing on insights from the use of journals and portfolios in teacher education and cases in nursing, the author describes an approach using case records as Personal Teaching Texts to facilitate beginning teacher development. Data are drawn from a study of 20 secondary teacher education students enrolled in a year-long certification program. Results indicate that the students valued the approach and that for the majority it enabled development, particularly of reflectivity, and was a means for providing program coherence. Suggestions are made for designing useful texts, weaknesses in the approach are identified, and suggestions made for improvement.

Portfolios in Teacher Education

Les AA. proposent une analyse des portefeuilles dans le cadre de la formation des enseignants. Ils expliquent comment les portefeuilles peuvent servir a l'evaluation des programmes de formation, ils decrivent les characteristiques d'un portefeuille educatif et presentent la maniere dont un portefeuille se definit et se developpe