Understanding Experienced Teachers' Learning Through Reflections and Portfolio Data: Results of Longitudinal Programmatic Research

• In Event: Individual and Collaborative Approaches to Critical Reflection Across Teacher Education Contexts

Abstract

This study synthesizes findings from 16 years of longitudinal research examining the role of portfolios in teacher education for experienced teachers. The synthesis draws from 15 empirical studies on 1) the content of portfolio reflections to understand teachers’ growth and development; 2) levels of reflection in portfolios; 3) differences and similarities between early career and experienced teachers during coursework, and 4) teachers’ development of critical reflection with a focus on social justice and their ability to effect change. Data sources included portfolios of over 400 teachers containing more than 1600 reflective writings. Results revealed the role, nature, and scope of impact that portfolios and reflection had for the program.

Authors

• Rebecca K. Fox, George Mason University

• Nancy Holincheck, George Mason University

• Stephanie L. Dodman, George Mason University

• Stephanie M Stehle, George Mason University

• Rebecca L Brusseau, George Mason University