Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6789
Title: Student teachers as reflective practitioners: is the portfolio use an appropriate measure for reflective skills acquisition?
Authors: Booi, Kwanele 
Nyewe, Peter 
Keywords: Teaching portfolios;Reflective practices;Pre-service educators;Teacher training
Issue Date: 2018
Publisher: IATED Publications
Conference: Proceedings of ICERI 2018 Conference 12th-14th November 2018, Seville, Spain 
Abstract: Over the past two decades there have been significant changes in education particularly driven by social, political, economic and ideological influences. These changes are so complex and place many demands on Higher Education Institutions to ensure educational objectives match the educational needs of society. Reflective practices are important more particularly in the education field because educators bring certain beliefs, assumptions, knowledge, attitudes and values to teaching. Educators are influenced by their social environments which have their own unique characteristics, opportunities and constraints. Therefore, reflective practice requires educators to explore the influence of all these complex factors with the intention of understanding and improving their practice. This study attempted to examine to whether reflective skill development has been encouraged among teacher educators through the compilation or development of teaching portfolios. The motivation to do the study stems from the researchers’ experience when marking the portfolios of students during the teaching practice experience. The researchers found it challenging to get the students reflect in the portfolio at a level necessary for meaning learning. The investigation into the effectiveness of portfolios in developing reflective skills was necessary not only for the university but also for the students. The investigation was undertaken by means of a case study approach within a qualitative research paradigm, as we wanted to interpret and understand the students’ experiences in a real-life and specific context. A self-selected sample of 20 students’ written portfolios was used in the study in order to gain in-depth insight into their portfolios as a tool to enhance reflective skills during the teaching practice period. Only the 3rd and final year students (4th years) portfolios were used for the purpose of this study. The findings revealed that the use of portfolios during teaching practice does not fully empower students with reflective skills. Recommendations are made on how portfolios can be improved to enhance reflective practices among students.
Description: Conference Proceeding
URI: http://hdl.handle.net/11189/6789
ISBN: 978-84-09-05948-5
Appears in Collections:Edu - Conference Proceedings

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