Promise and Practice of Professional Portfolios

Abstract

Professional portfolios provide a tool for improving teacher education on several levels. First, they enable programs to assess preservice students' progress in developing the myriad of complex skills necessary for effective teaching. Secondly, portfolios serve to clarify, reinforce, and evaluate attainment of a program's goals. Finally, professional portfolios reflect the national trend towards performance assessment in career placement and as a vehicle for demonstrating competency on state and national teaching standards. In response to these multiple uses of professional portfolios, faculty at a southwestern teacher training institution implemented a professional portfolio component. This study surveyed preservice students' perceptions regarding the impact of portfolios on professional development and the transition from school to work. Results indicated the process promoted reflective practice, increased self-confidence, prepared them for the job search, and heightened awareness of professional standards. In addition, student feedback offered suggestions for making portfolios an integral part of teacher education programs.