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ERIC Number: ED465788
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 24
Abstractor: N/A
Reference Count: N/A
Professional Portfolios during Preservice and First Year of Teaching: Creating a Base for Ongoing Professional Growth.
Rolheiser, Carol; Schwartz, Susan
This paper outlines a study involving the use of portfolios by first-year teachers after their experiences in a 10-month preservice teacher education program in which professional portfolios were implemented. Data were gathered from a questionnaire administered to teacher candidates at the end of their program, as well as from 2 sets of interviews with 11 subjects at the end of their first year of teaching. If and how new teachers valued the instruction and collaborative experience of creating professional portfolios in their preservice year was studied, and whether preservice teachers maintained their portfolios and continued using them as tools for growth were studied. Whether these first-year teachers implemented portfolios with their own students was also studied. Overall, the data reveal that the first-year teachers did value portfolios as an important form of collaborative assessment and reflection, both for themselves and for their students. Most of them did continue to use their professional portfolios in a modified way during their first year or had an intent to maintain their portfolios in the future, but their capacity to use portfolios with students during their first year of teaching varied. This study reports on the conditions that supported and hindered portfolio implementation during the first year of teaching, including cooperative relationships with peers. It also explores the implications for teacher/educators and for school and district leaders in supporting innovation by new teachers. (Contains 23 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada