A Professional Practice Portfolio for Quality Learning

Abstract

This article focuses on the extent to which a portfolio may address the challenges of assessment for quality learning in professional education programmes. A four-year action research study investigated the development and implementation of a portfolio for the assessment of practice in a professional development programme preparing special education resource teachers to undertake a new role. A conceptual framework for an effective professional practice portfolio, derived from the refinement of the portfolio and teaching programme throughout the four years, is presented. Findings indicate that a well-designed portfolio may support quality learning through the integration of theory and practice, the promotion of self-assessment, autonomy, reflection and meta-cognition, and the enhancement of the programme's relevance to workplace practice.The findings support the use of a portfolio as a tool to assess and promote the generic skills included in graduate attribute lists or profiles and in evaluation of programme effectiveness.

Improvement of Iranian nurses' competence through professional portfolio: A quasi‐experimental study

“…Feedback from nurses involved in the study supports portfolio as a meaningful method to foster ongoing professional growth and development. In New Zealand, Jones (2010) used a professional portfolio as an assessment tool. In an action research study, she investigated the development and implementation of a portfolio for the assessment of practice in a professional development program.…”

The Contribution of Portfolios to Professional Development in TESOL: An Investigation into Teachers’ Beliefs and Attitudes

“…This is related to the fact that "teachers have to think about their goals and priorities for future development or improvement when compiling their portfolio" (Darasawang, 2006, p. 308). According to Jones (2010a), "selection and annotation of evidence and the writing of reflective statements in relation to the three foci (technical, contextual and critical) encourage metacognition and reflection" (p. 309). Nonetheless, besides reflection-in-action and reflectionon-action, portfolios can also promote a form of reflection which "is not bound to and by specific events but rather becomes a means of looking programmatically at one's practice over time" (Berrill & Whalen, 2007, p. 882).…”

Exploring educators’ professional learning ecologies in a blended learning environment

“…The e‐portfolio intended to stimulate and support learners in connecting different elements, such as informally acquired knowledge, workplace experiences, course contents and assignments, and to reflect on their learning outcomes, including new professional skills and competences (Istenic Starcic, ; Jones, ). It was structured into four activities to be implemented during the course: Activity 1.…”