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ERIC Number: EJ901008
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0260-2938
Personal Theory and Reflection in a Professional Practice Portfolio
Jones, Elizabeth
Assessment & Evaluation in Higher Education, v35 n6 p699-710 2010
Portfolios are widely used in the assessment of professional learning. Although claims are made that portfolios promote reflection, the nature of such reflection and the mechanisms that promote it in the portfolio process are not well understood. A four-year action research project investigated a professional practice portfolio for high stakes assessment in a post-graduate programme for special education resource teachers (RTs) that was preparing them for a paradigmatically different role. This paper focuses on the requirement to submit a personal theory (PT) statement in the portfolio. Although tension between the summative and formative purposes of the portfolio was evident for some RTs, a more comprehensive understanding of reflection was evident and many RTs reported that articulating their PT (often for the first time in their career) impacted positively on their ability to reflect on practice. (Contains 2 excerpts.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand