ERIC Number: EJ770295
Record Type: Journal
Publication Date: 2007-Oct
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0742-051X
EISSN: N/A
Available Date: N/A
Teaching Portfolios, Community, and Pre-Service Teachers' Professional Development
Wray, Susan
Teaching and Teacher Education: An International Journal of Research and Studies, v23 n7 p1139-1152 Oct 2007
This article describes the findings of a qualitative study examining the extent to which participation in a portfolio-focused teacher learning community impacts pre-service teachers' understanding and development of a teaching portfolio. Additionally, the author was interested in understanding how, whether, and in what ways the group's participants attribute their own professional development to the portfolio's construction. Findings indicate that most students found the process of selecting artifacts, reflecting on coursework and fieldwork experiences while constructing their teaching portfolios contributed to their growth and development. Students also reported the dialogic and collaborative nature of the teacher learning community enhanced their growth and development as well as their overall understanding of the portfolio requirement.
Descriptors: Professional Development, Portfolios (Background Materials), Community, Preservice Teacher Education, Preservice Teachers, Community Influence, Teacher Attitudes, Student Attitudes, Qualitative Research
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A