Repertoires of practice: Re-framing teaching portfolios

Berrill, Deborah; Addison, Emily

doi:10.1016/j.tate.2010.02.005

Cited by 35 publications

(26 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Berrill and Whalen (2007) found that the portfolio acted as a way for teachers "to make their beliefs visible, to demonstrate how their practice reflected those beliefs, and to demonstrate how they could teach in ways that had integrity for them and still satisfy external expectations" (p. 882). Speaking about pre-service education, Berrill and Addison (2010) maintain that through the portfolio "teacher candidates might more deeply understand and articulate their beliefs and competencies regarding the expected repertoires of practice in the teaching profession and therefore, their teaching identities" (p. 1184). The portfolio's contribution to teachers' professional identity makes it a significant artifact of practice.…”

Section: Value 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

View full text Add to dashboard Cite

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.

show abstract

Section: Value 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

View full text Add to dashboard Cite

show abstract

“…It also represents an opportunity to think critically about their experiences as they practice teaching, including making choices, planning classes, managing students, and performing other teaching tasks. Similarly, the portfolio provides the student teachers with an opportunity to reflect on the beliefs that (positively or negatively) affected their capacity to cope with the tasks of teaching 26,27 . A previous study stated that as students reflect on their experiences and activities, they become more aware of their own personal and professional skills.…”

Section: Portfolios As a Documentary Source Of Researchmentioning

confidence: 99%

“…Furthermore, writing a reflexive portfolio allows student teachers to become more self-confident about their teaching 29,30 . Thus, the use of portfolios as a research instrument for data collection enabled us to better envisage and understand the student teachers' personal and professional development 26,27 . Consequently, the use of these portfolios in our research allowed us to perform a qualitative analysis of their content, especially regarding the theme of self-efficacy beliefs, which was the focus of our study.…”

Section: Portfolios As a Documentary Source Of Researchmentioning

confidence: 99%

Teacher efficacy beliefs during the practicum experiences in physical education classes

Iaochite

Filho

2016

Motriz: rev. educ. fis.

View full text Add to dashboard Cite

Abstract--Previous studies focusing on teacher education have highlighted the role that supervised practicum plays in the construction of future teachers' personal beliefs, including self-efficacy beliefs, yet there remains a need to understand which learning experiences contribute to the constitution of this belief during the supervised practicum. Our objective was to identify situations that influenced student teachers' judgment of self-efficacy during the development of supervised practicum. This exploratory and descriptive documentary research analyzed 18 reflective portfolios produced by student teachers' during their supervised practicum in a physical education teaching program course. The experience of teaching in locus and the opportunity to experience everyday school-life were recurring situations in 15 out of the 18 analyzed portfolios. The results led us to believe that offering student teachers the possibility to meet and experience the teaching environment in advance contributed positively, through enactive mastery experiences, to the building of their self-efficacy beliefs concerned to teaching.

show abstract

“…Portfolios have become a commonplace reflective tool in teacher education because they provide for "the development of a professional habit of reflection and a concrete representation of the process of reflection" (Berrill & Addison, 2010, p. 1179. However, the degree to which portfolios ultimately contribute to reflection may depend on many factors.…”

Section: Portfolios As a Reflective Toolmentioning

confidence: 99%

“…To defend the use of teaching competencies in portfolios, Berrill and Addison (2010) draw upon Wenger's notion of "shared repertoires of practice. " "Membership in a community of practice translates into an identity as a form of competence…From a sociocultural historical perspective, the identity construction involves gaining understanding of and facility with the repertoires, or competencies of the professional teaching community" (p. 1180).…”

Section: Portfolios As a Reflective Toolmentioning

confidence: 99%

Self-Assessment of Professional Growth Through Reflective Portfolios

Nickel

2013

phro

View full text Add to dashboard Cite

This study aims to discern how teacher candidates develop reflective capacity by self-assessing their portfolios. While the goal was to help first-year teacher candidates assess their progress toward achieving provincial teaching competencies, many called attention to the interconnections between their academic artifacts and their personal profiles. This led the researcher to refine the focus of the portfolio to the emergence of professional identity and developing structures to support this type of self-awareness.Cette étude vise à trouver comment les futurs enseignants développent la capacité de réflexion par l’auto-évaluation sur leurs portfolios. Bien que le but était d’aider les enseignants en première année de formation à évaluer leurs progrès vers la réalisation des compétences provinciales, plusieurs d’entre eux ont attiré l’attention des chercheurs sur les liens entre leurs artéfacts universitaires et leurs profils personnels. Ce développement a conduit les chercheurs à affiner la finalité du portfolio pour soutenir l’émergence d’une identité professionnelle et au développement des structures pour soutenir cette forme de connaissance de soi

show abstract

Repertoires of practice: Re-framing teaching portfolios

Cited by 35 publications

References 17 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

Teacher efficacy beliefs during the practicum experiences in physical education classes

Self-Assessment of Professional Growth Through Reflective Portfolios

Contact Info

Product

Resources

About