Evaluating a Cohort-Based Narrative Portfolio for Rural Preservice Teachers

• In Event: 28.063 - Early Childhood Teacher Preparation and In-Service Professional Development

Abstract

This paper presents findings from the evaluation of a narrative portfolio for rural pre-service teachers created by teacher education faculty and implemented across four cohorts of students. We used an instrumental case study design and Bakhtinian theoretical framework to consider the possibilities and challenges of the project, as well as the abilities of pre-service teachers to begin to act as "real life narrators" of their teaching practices through the portfolio and related teaching/activities. We found promising effects of the narrative portfolio model, which we attribute to improved teacher education practices over time in part through ongoing assessment of the portfolio. While a work in progress, the narrative portfolio is one tool contributing to the development of culturally responsive teachers.

Authors

• Melissa Beth Sherfinski, West Virginia University

• Jing Zhang, Independent Scholar

• Mariam Jalalifard, West Virginia University