The effect of portfolios on students' learning: student teachers' views


Cimer S.

EUROPEAN JOURNAL OF TEACHER EDUCATION, cilt.34, ss.161-176, 2011 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 34 Konu: 2
  • Basım Tarihi: 2011
  • Doi Numarası: 10.1080/02619768.2011.552183
  • Dergi Adı: EUROPEAN JOURNAL OF TEACHER EDUCATION
  • Sayfa Sayıları: ss.161-176

Özet

This study reports on student teachers' views of portfolios as a learning tool when they are combined with a weekly test conducted at the end of each lesson to help student teachers self-evaluate. Student teachers' written reflections during the process provided data for the study. Analysis of the data showed that a majority of student teachers initially felt that compiling a portfolio would be time-consuming and an extra burden added to their already busy schedule. However, later on they all found that the process was a useful learning experience. Moreover, the portfolio process - especially combining self-reflection with weekly tests - encouraged students to study regularly, increased retention and made learning more enjoyable. Suggestions for the successful portfolio implementation include the following: guiding students both at the beginning of and during the process, providing continuous and prompt feedback during the process and making self-reflection - especially guided by reflection prompts - an essential part of the process.