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

View Sample PDF

Author(s): Hea-Jin Lee (The Ohio State University, Lima, USA)and Leah Herner-Patnode (The Ohio State University, Lima, USA)
Copyright: 2013
Pages: 15
Source title: Curriculum, Learning, and Teaching Advancements in Online Education
Source Author(s)/Editor(s): Mahesh S. Raisinghani (Texas Woman’s University, USA)
DOI: 10.4018/978-1-4666-2949-3.ch014

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

Purchase

View Reflecting on Portfolio Development: How Does the Portfolio Facilitate a Preservice Teacher’s Growth? on the publisher's website for pricing and purchasing information.

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.

The IRMA Community

Research IRM

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

Purchase

Abstract

Related Content

IRMA Sponsors