The use of teaching portfolios in the in-service professional development of school educators

[摘要] ENGLISH ABSTRACT: The aim of the study was to critically evaluate the use of portfolios as a basis for reflection in an inserviceeducation programme for school educators. In this context the study had the followingobjectives: to establish a theoretical background for the use of teaching portfolios; to provide arationale for teaching portfolios as tools for professional development of teachers; to investigate theuse of teaching portfolios as tools for reflection in an in-service teacher education programme and toprovide guidelines for utilising teaching portfolios as reflection tools for professional developmentof in-service teachers.The Diploma in Education (DE) formed the basis of the case study. This undergraduate Diplomain Education is at level 5 (b). According to the National Qualifications Framework (NQF) it is thelevel at which upgrading teachers who are regarded as 'unqualified' access the bachelor study. TheDE is a typical case, because the findings from this case might be used to inform otherundergraduate diplomas in Education accredited by the NQF in South Africa. Six in-serviceteachers were targeted for the research. At the time of analysis the teachers were in the first yearof a two-year diploma in Education (DE) programme. The unit of analysis of this study wasteachers' portfolios. The purpose of analysing portfolios was to find out how the portfolios portraythe professional development of the teachers through their reflections.techniques employed included document study, interviews and observations.The data generatingThe constant comparative method was used for data analysis. The categories derived from the dataanalysis were the following: Portfolios are tools for learning from experience; Self assessmentstrengthens commitment to competent classroom practice; Portfolios provide opportunities forprofessional development. Concerns about portfolio development dissipate with time and Teacherswere able to reflect more deeply.The teaching portfolio in this study has been identified as a vehicle for both self and collaborativeevaluation. Guidelines for implementing portfolios in an in-service teacher education programmehave been offered by this study, and recommendations have been made for further research.

[发布机构] Stellenbosch University