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ERIC Number: EJ863330
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0162-6620
Teacher Candidate Portfolios: Routine or Reflective Action?
McIntyre, Christie; Dangel, Julie Rainer
Action in Teacher Education, v31 n2 p74-85 Sum 2009
Documentation is sparse regarding outcomes associated with teacher education portfolios and the quality of the reflections contained within the portfolios. This collective case study of six teacher candidates enrolled in an elementary teacher education program at a large midwestern university explores the outcomes of developing a portfolio based on state standards. The first question focuses on the outcomes of the portfolio process for the teacher candidate; the second is an investigation of the critical events that facilitate outcomes associated with the portfolio; the third addresses the nature and quality of reflections that accompany portfolios. The constant comparative method is used to analyze data within and among the six cases. Data sources include electronic portfolios, observations of portfolio seminars, and interviews with teacher candidates, cooperating teachers, and center coordinators. A reflexive journal is used to increase the overall trustworthiness. The study identifies four outcomes of this portfolio process for the teacher candidates: It increased their understanding of standards; it supported the organization and articulation of their thoughts; it encouraged them to reflect; and it provided a snapshot of their professional growth. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A