Teaching Portfolios and Preservice Teacher Education: A Review of the Literature (1975-2012)

• In Event: Reflective Practice

Abstract

This literature review examines empirical research conducted between 1975 and 2012 about the use of teaching portfolios in pre-service teacher education programs. The review’s overarching research question is: “What does the research tell us about teaching portfolios in pre-service teacher education programs?” Findings show that the studies selected for analyses primarily concentrated on: perceptions about portfolios, advantages and disadvantages, implementation, evaluation, tensions specific to purpose and use, reflection and professional development of pre-service teachers. This paper will outline each of these categories and discuss the broader implications for current uses of teaching portfolios, including suggestions for future research.

Authors

• Natalie B. Milman, The George Washington University

• Susan Wray, Montclair State University