Examining The Quality Of The Evidence In Preservice Teacher Portfolios

Abstract

In this study, the authors examine the quality of the evidence represented in preservice teacher portfolios and the inferences drawn from them. Questions of purpose and representation of teaching in the portfolios are also addressed. The study is based on three teacher education programs in which students develop portfolios in preparation for initial licensure. Program guidelines, portfolios, and other assessment materials were analyzed. Interviews were conducted with students and faculty members; focus groups with students and surveys were also used for this study. What emerges is a pressing concern among teacher educators to rally evidence that the students are "meeting the standards" without much opportunity for meaningful dialogue and debate about education, teaching, and learning. In constructing portfolios, students use evidence and artifacts interchangeably to mean something tangible used to display a particular teaching activity, belief, or skill, and their notions of explanation and reflection are quite problematic.