Portfolio in teacher education: Effects on preservice teachers' learning

The induction and encouragement of a deep approach to learning as well as of reflective practice have become integral parts of many higher education and teacher education programs. Portfolio is often considered as an instrument apt to stimulate preservice teachers’ deep and reflective learning. Yet, due to elusive concepts and differences in implementation, it is difficult to identify dependable empirical research findings on the effects of portfolio use on preservice teachers’ learning and reflection. The dissertation project aims at the examination of the effects of an educational intervention during a seminar/ school practicum in preservice teacher education at a German university. In this course, a deep approach to learning as well as various contents and levels of students’ reflective learning are to be induced and fostered by means of the implementation of one particular portfolio concept. In the fall-/winter semester 2012, a study was conducted to examine and compare approaches to learning and reflection within two groups of teacher education students, one group using e-portfolio, the other composing a traditional paper-based portfolio. The study was continued with a similar focus in the fall-/ winter semester 2013. Teacher education programs are intended to provide a learning environment appropriate for preservice teachers to acquire a substantial part of the professional knowledge they need. Portfolio is assumed to be an effective tool to support students’ knowledge acquisition and professional development, yet more empirical research is needed to corroborate this assumption and extend scientific knowledge of portfolio effects. If portfolio is confirmed to be beneficial to deep and reflective learning and thus to professional development, it can be used to improve teacher education. Therefore, the research on hand is considered to be significant for the advancement of educational science, the practice of teacher education, and, with regard to secondary effects, teaching and learning at schools