Portfolios as evidence of reflective practice: what remains ‘untold’

Orland‐Barak, Lily

doi:10.1080/0013188042000337541

Cited by 155 publications

(86 citation statements)

References 33 publications

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“…Only when this stage has been successfully completed does it make sense to develop a portfolio" (van Tartwijk et al, 2005, p. 77). Orland-Barak (2005) suggests that "policy-makers must take up the challenge of encouraging discussions around the 'untold'. This implies focusing on how innovations dictated by centralized policy actually connect (or not) to the unique and dynamic character and needs of local practices" (p. 41).…”

Section: Purpose Of Teacher Portfoliosmentioning

confidence: 99%

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

Xerri¹,

Campbell²

2015

Language in Focus

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This article explores teachers' beliefs and attitudes in relation to the implementation of portfolios and their contribution to professional development in Malta. Based on the results of a mixed methods study, the article demonstrates that in order for the implementation of a portfolio system to cultivate professional development teachers' beliefs and attitudes need to be adequately examined. Through an investigation of such beliefs and attitudes, this study highlighted a number of issues that need to be considered in order to maximize the benefits of portfolios. Such research is necessary because itprovides an opportunity to foreground teacher agency with respect to effective portfolio implementation and use.

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Section: Purpose Of Teacher Portfoliosmentioning

confidence: 99%

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

Xerri¹,

Campbell²

2015

Language in Focus

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“…Their four levels of reflective writing was an appropriate tool to analyse the students' ways of reflecting because, according to Orland-Barak (2005), they are "practical, ethical, critical and transformational" (p. 33).…”

Section: Data Sources and Analysismentioning

confidence: 99%

Embarking on the Teaching Journey:Pre-service Teachers Reflecting upon Themselves as Future Teachers

Lyngsnes¹

2012

WJE

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This article reports on a research study that examined 25 reflective papers written by pre-service teachers a few weeks into attending primary teacher education. The overall aim of the study was to gain insight into the students' thoughts and ways of reflecting as a basis for taking action to improve lecturing, tasks and exercises which promote reflection in the primary teacher education program. The students were asked to write a paper reflecting upon "The teacher I want to become". Two research questions were posed upon the material: What images of teachers emerge in the texts? How is reflection carried out in constructing these images? The analysis of the reflective papers revealed that the students' images of themselves might be placed in the main category; "caring teacher". Furthermore their ways and levels of reflection varied considerably from descriptions and fragmented thoughts to accounts with elements of dialogic reflection.

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“…They appeal to educators in part because they can be used to facilitate assessment (e.g., documenting attainment of a standard), scaffold deep learning, and demonstrate professional competence (Barrett, 2005(Barrett, , 2007Orland-Barak, 2005). For example, digital portfolios can quickly give a potential employer a broad view of both achievements and thinking, thereby providing an immediate 'whole person view' of potential candidates (Burksaitiene, Tereseviciene, & Kaminskiene, 2011).…”

Section: Why Use Digital Portfoliosmentioning

confidence: 99%

An Evaluation of Digital Portfolios in Coach Education: Developing Reflective Coach Practitioners

Albaugh¹

2017

PoC

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Although portfolios have not yet gained widespread use in the field of coach education, they hold considerable promise for the development of reflective coach practitioners. However, it is unclear under which conditions their use is most successful. The purpose of this article is to examine the use of digital portfolios in graduate coach education and to offer recommendations for the adoption of portfolios in developing reflective practice among students. Data from 28 qualitative interviews eliciting student reactions to digital portfolio assignments were content analyzed in a summative assessment of reflection and learning. Illustrative examples are presented. Key advantages identified include student reflection and synthesis of material across multiple courses, development of professional identity, unique learning and value derived from writing for an anticipated audience, and unanticipated personal and professional benefits that extended beyond the bounds of the classroom. The article concludes with implications for including digital portfolios in coaching curricula and developing reflective coach practitioners.

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Portfolios as evidence of reflective practice: what remains ‘untold’

Cited by 155 publications

References 33 publications

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

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

Embarking on the Teaching Journey:Pre-service Teachers Reflecting upon Themselves as Future Teachers

An Evaluation of Digital Portfolios in Coach Education: Developing Reflective Coach Practitioners

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