Use teaching portfolios with a reflective component so beginning teachers document competencies and reflect on which practices worked¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Portfolio development is described as "a favorite tool used in pre-service teacher education." Portfolios gather significant artifacts representing professional development and include a reflective component: when deciding which materials to include, the teacher "must reflect on which teaching practices worked well and why." Portfolios are modified throughout a teacher's career and are included in INTASC performance-based assessments based on the NBPTS model.

Design Implications¶

Context¶

Requirements¶

• A reflective component in which the teacher selects and justifies included materials
• Periodic modification as the teacher continues to apply learning to practice

Constraints¶

Target Learners¶

• Pre-service teachers
• Beginning teachers

Target Learning Goals¶

• Documenting and reflecting on teaching competencies
• Connecting teaching to student learning

Related Strategies¶

Examples¶

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Key Sources¶

• Ferraro, Joan M. (2000). Reflective Practice and Professional Development. ERIC Digest. https://eric.ed.gov/?id=ED449120