Capstone Portfolios as an Accreditation and Professional Development Tool: Early Childhood Candidates' Experience

Abstract

AbstractThis study aims to investigate the perceptions of teacher candidates enrolled in an early childhood program (BEd) towards the importance of producing the capstone portfolio. The purpose of using capstone portfolios is to provide evidence that Early Childhood Education candidates (ECEC) have met international accreditation standards as stipulated by the National Association for the Education of Young Children (NAEYC) and realize the culminating development of their study in shaping the desired teacher qualities in their program of study. The perspectives of two cohorts of teacher candidates (a total of six participants) were investigated to report their views on the experience of creating capstone portfolios. Interviews and artefact analysis were used to collect data. The study revealed that Early Childhood Education candidates consolidated theory and practice through their capstone portfolios. The findings also revealed that the capstone portfolio, besides being evidence for meeting the National Association for the Education of Young Children accreditation standards, served as a means for learning and professional development. These findings show that capstone portfolios are effective not only for meeting accreditation standards but also for allowing candidates to connect the dots and fully view their overall learning as ECE professionals.