“…This is because "when presenting a (personal) professional portfolio, the professional presents material that characterizes themselves and distinguishes their practices, values and beliefs from those of another professional in the same field" (Goodfellow, 2004, p. 72). 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).…”
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.
“…This is because "when presenting a (personal) professional portfolio, the professional presents material that characterizes themselves and distinguishes their practices, values and beliefs from those of another professional in the same field" (Goodfellow, 2004, p. 72). 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).…”
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.
“…(p. 270) Butler seeks to explain the model of human agency which describes the role of reflection in connecting the public professional and the personal worldview of the practitioner (see Butler, 1996) (Berrill & Whalen, 2007); if indeed at all. What is interesting about the reflection within communities of philosophical inquiry, as will be later demonstrated by the findings of teacher interviews in this study, is that its genesis, as far as the teacher is concerned, is in the thoughts and questions of students, in class time in a process that the teachers in this study recognised as efficient, synergistic, surprising and as destabilising as it is delightful.…”
“…Recent research has highlighted the relationship between teacher integrity and teacher retention by speaking of alignment and congruence between beliefs and practice. Berrill and Whalen's () study of teachers' response to a school‐based reform initiative places teacher integrity at the center of their findings.One hypothesis emerging from this study is that the reason that teachers leave the profession is not due to pressures of whatever nature—student performance, necessity to teach in certain ways, necessity to teach certain skills and content. Rather, it is due to the fact that what they are doing no longer resonates to them as being of felt importance.…”
This article offers a model of the relationship between three dimensions of integrity in teaching: personal integrity, professional integrity, and the integrity of teaching and illustrates the model through interview excerpts from 13 experienced former teachers. I argue that experienced teachers' decisions to leave work they love can be understood not only as attempts to preserve their personal integrity, but also to preserve the integrity of teaching by withdrawing their corroded professional integrity. Only by looking at all three dimensions of integrity can the actions of teaching's conscientious objectors be viewed as moral commentary on a moral enterprise rather than the private and personal laments of disgruntled individuals. When the role of teacher serves as a significant source of moral identity, protecting the integrity of teaching is deeply connected to protecting one's personal integrity. Diminishment in what counts as teaching results in a diminishment of the self. Rather than viewing teachers who leave for matters of conscience as lacking sufficient commitment or ceasing to care about their work, this analysis views their choices as reflecting deep investment in preserving the practice of teaching.. . . a moral judgment upon an act is also a judgment upon the character or selfhood of the one doing the act.-John Dewey (Dewey & Tufts, 1932, p. 287) The integrity of a practice causally requires the exercise of the virtues by at least some of the individuals who embody it in their activities; and conversely the corruption of institutions is always in part at least an effect of the vices.-Alasdair MacIntyre (1984, p. 194) . . . guilt, shame, anxiety, embarrassment-the emotions of self-assessment-and sometimes fear, sorrow, and even pain. These are moral emotions and they occur also in association with the conscience of craft.-Thomas Green (1999, p. 76) bs_bs_banner
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