A Developmental Intervention Via the Teaching Portfolio: Employing the Teaching/Learning Framework

Abstract

Nine teacher candidates from each of two PETE programs, University A and University B, developed teaching portfolios over three consecutive semesters of comparable courses. University A teacher candidates underwent a deliberate, developmental portfolio intervention based on the Teaching/Learning Framework (Sprinthall & Thies-Sprinthall 1983), while University B candidates employed a series of portfolio categories based on reflective practice theory (Wallace, 1991) to guide their developmental growth. All teacher candidates completed Rest’s (1986) Defining Issues Test (DIT) to determine one dimension of teacher developmental growth, moral/ethical judgment. They shared perceptions of the portfolio process through focus group interviews and portfolio questionnaires as qualitative data sources. Findings indicated a significant within-group difference for University A teacher candidates, while both university groups demonstrated similarities in perceptions of the portfolio process. A crucial programmatic difference between institutions was University A’s use of the Teaching/Learning Framework, which likely led to statistically significant, positive growth on DIT gain scores. This is the first study of its kind in PETE, indicating positive teacher development from a specific and deliberate intervention designed to guide the portfolio process.

The development of reflective skills in physical education teacher education: a systematic review

“…Zhu, 2011). Some of the studies included in this systematic review show that written reflection differentiates the reflective component of teacher practice (e.g., pedagogical content knowledge, content and social issues of teaching), which increases the depth, critical, and thoughtful content of reflection (Senne & Rikard, 2004;Tsangaridou & Polemitou, 2015). These results corroborate several authors (e.g., Kember, McKay, Sinclair, & Wong, 2008;Standal & Moe, 2013;Tsangaridou & Polemitou, 2015), who also argue that written reflections can promote the development of reflection.…”

“…Within these studies, the majority used written reflections (n=6) (Garrett longitudinal design, with the quantitative methodology being a quasi-experimental design (Senne & Rikard, 2002, 2004. Although one of these studies included a control group, the authors did not acknowledge an experimental design given the number of participants (Senne & Rikard, 2004). The other was cross-sectional with an exploratory design (Keay, 2006).…”

“…In terms of qualitative methods, 12 studies showed a duration between one and eight months (Crawford et al, 2012;Dervent, 2015a;Garrett & Wrench, 2008;Lamb, 2015;Lamb et al, 2016;Lamb et al, 2013;MacPhail & Sohun, 2019;Melnychuk, 2001b;Mooney & Hickey, 2017;Østergaard, 2019;Whittle et al, 2018;, three studies between one year and 18 months (Casey, 2012;Fletcher et al, 2019;Tsangaridou & Polemitou, 2015), one of the studies presented a duration of 2 years (Font, 2009) and another five years (González-Calvo & Fernández-Balboa, 2018). However, the duration of the mixed-methods studies did not show any trend as the protocol interventions had different time intervals, namely two years (n=1) (Font, 2009), 18 months (three semesters; n=1) (Senne & Rikard, 2004) and six months (2 semesters; n=1) (Senne & Rikard, 2002).…”

“…Interviews were the most common data collection tool (n=20) (Casey, 2012;Crawford et al, 2012;Dervent, 2015a;Garrett & Wrench, 2008;Gillespie, 2011;Jung, 2012;Keay, 2006;Lamb, 2015;Lamb et al, 2016;Lamb et al, 2013;MacPhail & Sohun, 2019;Melnychuk, 2001b;Mooney & Hickey, 2017;Østergaard, 2019;Peralta et al, 2020;Senne & Rikard, 2004;Tsangaridou & Polemitou, 2015;Whittle et al, 2018;. These were individual interviews in eleven studies (Crawford et al, 2012;Dervent, 2015a;Garrett & Wrench, 2008;Gillespie, 2011;Jung, 2012;Keay, 2006;Lamb, 2015;Mooney & Hickey, 2017;Peralta et al, 2020;Tsangaridou & Polemitou, 2015; and group interviews in eight (Casey, 2012; Lamb et al, 2016;Lamb et al, 2013;MacPhail & Sohun, 2019;Melnychuk, 2001b;Østergaard, 2019;Senne & Rikard, 2004;Whittle et al, 2018).…”

The Teacher Development in Physical Education: A Review of the Literature

“…In this group of studies, a variety of strategies were proposed to prepare teachers to become more reflective. These include: a) a field-based elementary physical education methods course (Sebren, 1995), and; b) teaching portfolio (Senne and Rikard, 2002;Senne and Rikard, 2004). The other two studies (15.4%) reported that professional development program enable PE teachers to hold more positive attitude for teaching (Light and Georgakis, 2005;Xiang, Lowy and McBride, 2002).…”