An Account of Preservice Teachers’ Learning Experiences in and Reflections on Developing a Course Portfolio

• In Event: Portfolios and Reflection in Teaching and Teacher Education SIG

Abstract

This study mainly aims to examine the role of portfolio in teacher education in the light of hands-on experiences in developing a portfolio and considering the perceived impact of portfolio on learning and on the development of relevant skills among pre-service teachers. The study is conducted in the context of a major course for education students in which they were required to develop a course portfolio for the whole summer semester. A total of 15 pre-service teachers, who were randomly selected from the sample, are included in the narrative analysis. Obtained data on the learning experiences in and the reflections on portfolio development are coded and qualitatively analyzed using the traditional method and the qualitative data analysis software, MAXQDA.

Author

• Anna Liza Daunert, University of Paderborn