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ERIC Number: EJ816189
Record Type: Journal
Publication Date: 2007-Jun
Pages: 19
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1367-4587
Can Portfolios Support Critical Reflection? Assessing the Portfolios of Schools Liaison Police Officers
Lyle, Sue; Hendley, Dave
Journal of In-service Education, v33 n2 p189-207 Jun 2007
The use of portfolios in the professional development of teachers and other professionals working in education has become widespread in the United Kingdom. There is an assumption that such an approach to assessment for graduate award-bearing programmes will support the learning and development of teaching professionals and allow them to demonstrate the critical reflection and critical thinking required for accreditation. This study reports on the work of 55 police officers who work full-time with pupils aged 5-16 to promote aspects of the Personal and Social Education curriculum in Wales. Portfolios submitted for assessment for a Graduate Diploma have been analysed for evidence of critical reflection and thinking, and factors that enabled such reflection and thinking to take place are identified. Drawing on our research diaries and qualitative questionnaire data, we argue that the concept of situated practice provides an explanatory tool for understanding how officers have made the transition from "presenters" of an education programme to professional educators. Our work has implications for other continuing professional development providers working with the increasing numbers of school para-professionals. We hope this paper will contribute to a growing understanding of how best to facilitate their education. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Wales)