Let Me Show You My Portfolio! Demonstrating Competence through Peer Interviews

Abstract

This article describes an innovative pedagogical strategy, the use of teaching portfolios in peer interviews. It will first describe the process designed to prepare preservice teachers to demonstrate professional competence through the use of a standards-based working portfolio developed during a reading practicum. Then it will report on strategy benefits as perceived by the student participants. Analysis of student survey results indicated that actively presenting a portfolio generated multiple positive consequences. These were manifest as personal and professional competencies and included multiple dimensions of self-evaluation, goal setting, and ownership of responsibility for personal and professional growth.