Portfolio as a tool to stimulate teachers' reflections

Abstract

Portfolios are increasingly being used to stimulate teachers' reflections. Frameworks for reflection on teaching often emphasize competencies and behaviours. However, other aspects of teacher functioning are also important, such as the teaching environment and individual teachers' beliefs, professional identity and mission. In a study among five medical school teachers, we explored how a portfolio stimulated reflections on the various aspects of teaching functioning. Outcomes of written portfolio assignments were collected and analysed to identify examples of reflections on the various aspects of teacher functioning. Examples of reflections on all aspects of teacher functioning were found, although examples of reflections on competencies were easier to find than those on beliefs, identity and mission. This study might help teachers and their trainers and coaches to recognize different aspects of teacher functioning when discussing portfolios for professional development purposes. However, further development of assignments and other methods to stimulate reflections on beliefs, identity and mission are needed. Furthermore, apart from the content of teachers’ reflections, teachers’ reflection processes should be researched, as well as the effects of portfolio meetings with peers and coaches.

Additional information

Notes on contributors

Dineke E.H. Tigelaar

DINEKE E. H. TIGELAAR, PhD, is an educational scientist. She is assistant professor at the ICLON, Graduate School of Teaching in the University of Leiden. Her main areas of research interest are portfolio assessment and teachers' professional development.

Diana H.J.M. Dolmans

DIANA H. J. M. DOLMANS, PhD, is an educational psychologist. She is associate professor at the Department of Educational Development and Research at the University of Maastricht. Her main areas of interest are quality assurance and educational research on constructive learning and teacher assessment.

Willem S. De Grave

WILLEM S. DE GRAVE, PhD, is an educational psychologist. He is assistant professor at the Department of Educational Development and Research at the University of Maastricht. His main areas of interest are training of medical teachers and educational research on constructive learning and teaching.

Ineke H.A.P. Wolfhagen

INEKE H. A. P. WOLFHAGEN, PhD, is an educational psychologist. She is associate professor at the Department of Educational Development and Research at the University of Maastricht and associate director of the Institute for Medical Education. Her main areas of interest are quality assurance and educational research on student evaluation and teacher assessment.

Cees P.M. Van derVleuten

CEES P. M. VAN DER VLEUTEN, PhD, is a psychologist. He is professor and chair of the Department of Educational Development and Research at the University of Maastricht. He is involved in many research projects on assessment. His specific interests are assessment of professional competence and the evaluation of educational interventions.