The use of portfolios as a reflective learning tool in initial teacher education: a Maltese case study

Abstract

The paper explores the use of portfolios as a reflective learning tool in initial teacher education using qualitative case study data from Malta. In January 2001, the Faculty of Education, University of Malta, introduced the professional development portfolio (PDP). The aim of the study was to explore whether student teachers used their PDP as a reflective learning tool and what they learnt from the process of developing their PDP. The study shows that for the Maltese student teachers the PDP did help them to reflect on their practice and grow and develop a sense of identity of who they were as teachers. However, they were also very aware that their PDP would be used for employment purposes. The tension between the formative and summative aspects of the PDP was resolved by carrying out small group tutorial sessions during which student teachers could voice their views, share experiences and obtain feedback in a non‐threatening environment. The learning which took place during these tutorial sessions was then used to develop a final presentation document.

Acknowledgements

This paper would not have been possible without the collaboration of Anton Cardona, Josephine Milton and Terence Portelli. I would like to thank them for their constant support and co‐operation in collecting data from student‐teachers and taking the time to discuss and challenge the ideas which are expressed in this paper.