Abstract
Looking beyond the actual product, the process of creating a teaching portfolio can have multiple benefits for the preservice teacher. Throughout the process, the individual is able to reflect on their own needs and strengths, offering an opportunity to reflect on one's learning and to articulate who one is as a teacher. It is this personal and individual portrait of one's self as a teaching professional that is a powerful tool of inquiry of the teacher as learner. This study examined preservice teacher; personal experiences of creating their own teaching portfolio. The study concluded that the process of portfolio creation can result in greater personal confidence as a preservice teacher, it also affects the surety of their educational philosophies and classroom practices while preparing them for the job search process.
DOI
10.15760/nwjte.2004.3.1.4
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/25472
Recommended Citation
Flottemesch, Kim
(2004)
"Teaching Portfolios: Reflective Practice of One's Own Learning,"
Northwest Journal of Teacher Education: Vol. 3
:
Iss.
1
, Article 4.
DOI: https://doi.org/10.15760/nwjte.2004.3.1.4