Teaching Portfolio as a Tool Stimulates Teachers’ Reflection on Teaching Resulting Self & Professional Development.

2021 ◽  
Author(s):  
Md. Ali Hossain
Keyword(s):  
Professional Development ◽  
Teaching Portfolio

scholarly journals Online Teaching Portfolio as a Catalyst for Professional Development

2018 ◽  
Vol 7 (14) ◽  
Author(s):  
Umed Bokiev ◽  
Daler Bokiev ◽  
Moomala Othman ◽  
Lilliati Ismail ◽  
Dalia Aralas
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching Portfolio

scholarly journals Portfolio as a Tool for Self- Reflection and Professional Development for Pre-Service Teachers

2021 ◽  
Vol 20 (2) ◽  
pp. 22-35
Author(s):  
Arlinda Beka ◽  
Ganimete Kulinxha
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
Self Reflection ◽  
Professional Goals ◽  
Teaching Portfolio ◽  
Faculty Of Education ◽  
The University ◽  
Department Faculty

Self-reflections, especially those done through the usage of portfolios, are an essential component of teaching. Portfolio reflections allow pre-service teachers to set professional goals. This research was conducted using qualitative methodology, and all semi-structured interviews were organised with students and graduates from the Early Childhood Department-Faculty of Education, University of Prishtina. The research results show that a portfolio provides future teachers with the opportunity to organise their work better while enabling cooperation between pre-service teachers, which ergo, directly affects their professional competencies. Owing to its benefits, portfolio should be integrated by the Faculty of Education of the University of Prishtina as an integral part of its work with students.

Teachers' Portfolios

2016 ◽  
pp. 151-166
Author(s):  
Zineb Djoub
Keyword(s):  
Professional Development ◽  
Language Teaching ◽  
Reflective Teaching ◽  
Educational Goals ◽  
Engaged Learning ◽  
Teaching Process ◽  
Teaching Portfolio ◽  
The Way

To achieve professional development and the intended educational goals, teachers' reflection has been considered as a necessary component of the teaching process. Indeed, reflection is process of questioning one's practices, intention and the emerging outcomes. Such reflection is also a source of inspiration, creativity, flexibility and thus, a means to achieve learners' motivation and interest in active and engaged learning. To enhance reflective teaching, teaching portfolios have been widely advocated in language teaching. To that end, this chapter attempts to provide a teaching portfolio model which aims at prompting teachers' reflection over their profession. Additionally, it illustrates the way such tool needs to be used by teachers so that they can reflect effectively and improve their teaching.

Teachers' Portfolios

2016 ◽  
pp. 1590-1605
Author(s):  
Zineb Djoub
Keyword(s):  
Professional Development ◽  
Language Teaching ◽  
Reflective Teaching ◽  
Educational Goals ◽  
Engaged Learning ◽  
Teaching Process ◽  
Teaching Portfolio ◽  
The Way

To achieve professional development and the intended educational goals, teachers' reflection has been considered as a necessary component of the teaching process. Indeed, reflection is process of questioning one's practices, intention and the emerging outcomes. Such reflection is also a source of inspiration, creativity, flexibility and thus, a means to achieve learners' motivation and interest in active and engaged learning. To enhance reflective teaching, teaching portfolios have been widely advocated in language teaching. To that end, this chapter attempts to provide a teaching portfolio model which aims at prompting teachers' reflection over their profession. Additionally, it illustrates the way such tool needs to be used by teachers so that they can reflect effectively and improve their teaching.

Teachers' Portfolios

2016 ◽  
pp. 152-166 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Professional Development ◽  
Language Teaching ◽  
Reflective Teaching ◽  
Educational Goals ◽  
Engaged Learning ◽  
Teaching Process ◽  
Teaching Portfolio ◽  
The Way

To achieve professional development and the intended educational goals, teachers' reflection has been considered as a necessary component of the teaching process. Indeed, reflection is process of questioning one's practices, intention and the emerging outcomes. Such reflection is also a source of inspiration, creativity, flexibility and thus, a means to achieve learners' motivation and interest in active and engaged learning. To enhance reflective teaching, teaching portfolios have been widely advocated in language teaching. To that end, this chapter attempts to provide a teaching portfolio model which aims at prompting teachers' reflection over their profession. Additionally, it illustrates the way such tool needs to be used by teachers so that they can reflect effectively and improve their teaching.

scholarly journals Digital teaching portfolios: Catalysts for fostering authentic professional development

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Natalie B. Milman ◽  
Clare R. Kilbane
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Classroom Practice ◽  
Teaching Portfolio ◽  
Self Discovery ◽  
Teachers Professional Development

This paper reports the findings of a qualitative study examining the role of digital teaching portfolios in teachers’ professional development and classroom practice. The participants, all teachers, took part in a formal course in which they develop a digital teaching portfolio. The findings suggest that the processes involved in creating digital teaching portfolios fostered their authentic professional development, and were a catalyst for their ongoing professional development. Furthermore, engagement in creating a portfolio was instrumental in these teachers’ self-discovery and learning.

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