CONTRIBUTORS
Mchungwani Saad Rashid
Research Officer
On World Teachers’ Day, we celebrate the remarkable contributions of educators, acknowledging the unique challenges they face and the importance of empowering them to build resilience early in their careers. Teaching practice is vital to preparing student teachers for their instructional roles, equipping them with the skills necessary for personal and professional development. Teacher evaluation remains a priority within the educational system, and portfolios of evidence—commonly referred to as teaching portfolios—have been embraced by many universities, including those from Kenya, as a critical evaluation tool during teaching practice (Seldin, 2000; Subbaye & Vithal, 2015, Nungari & Odhiambo, 2022).
What is a portfolio?A portfolio is defined as a tool that supports the professional development and growth of teachers by documenting their achievements, which can be submitted for promotions or other employment opportunities (Davis, 2009; South Africa Council on Higher Education Monitor, 2017; Sebolao 2019). A portfolio serves as a valuable resource for improving teaching materials (Seldin, 2000) and critical thinking skills (Mall-Amiri & Askarzadeh, 2018). If a portfolio is merely a collection of work stored in folders, it loses significance for both teachers and students. While gathering and selecting portfolio entries can be beneficial, the true value of portfolio development emerges when educators engage in meaningful discussions about the contents and their implications. Careful consideration must be given to what goes into a portfolio, the selection and organization processes, and how the information will be utilized.
It is essential to emphasize that portfolios should facilitate reflective practice in teacher preparation. Hibbert and Cunliffe (2015) describe reflexive practice as the process of examining one’s own experiences, concentrating on personal beliefs and assumptions in relation to others, to foster improvement. To promote reflective teaching, a clear understanding of the reflection processes involved in portfolio development and guidance on what aspects students should reflect upon are necessary. Student-teacher portfolios should encourage prospective educators to become reflective practitioners, enabling them to better connect theory with classroom practice throughout their preparation for effective teacher development.
A teaching portfolio represents a teacher’s professional identity. It showcases carefully selected information about teaching activities, evidence of their effectiveness, and critical reflections on each task. Ultimately, the portfolio reaches its full potential when it catalyzes professional dialogue and growth.
This blog demonstrates how portfolios can be a reflective learning instrument in the assessment process.