What Our Students Have to Say: Students' Reflections on the Professional Portfolio
Abstract
Professional portfolios increasingly are being utilized to develop reflective practice in preservice teachers (Fox & Haley, 1999). The College of Education at a large metropolitan institution, whose conceptual framework is the "Facilitating Reflective Practitioner," integrated portfolios into the teacher education program to help students develop into reflective practitioners. In their portfolios, the preservice teachers reflect upon teaching artifacts, relating them to areas of competency deemed essential to effective teaching. The authors discuss the qualitative results of a survey administered to the students to gain an awareness of their perspectives concerning the portfolio's role in honing their reflective skills.
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