Title

Let'S Reflect: The Professional Portfolio As A Prerequisite For Internship

Abstract

The increased use of professional portfolios as a prerequisite for student teaching is in evidence. The College of Education of a large, metropolitan Central Florida university, adopted the teacher education paradigm of “The Facilitating Reflective Educator” to encourage the development of its students as reflective practitioners. A platform for reflective writing, the professional portfolio was incorporated into the teacher education program, as an admission requirement for student internship. Students are required to submit artifacts termed “evidence” into portfolio sections representing areas deemed essential to effective teaching and to reflect upon these pieces of evidence. The rationale behind portfolio usage, the implementation and continuance of the portfolio requirement, portfolio guidelines, student portfolio development workshops, portfolio reviewer training sessions, and the evaluation process are discussed.

Publication Date

7-1-2000

Publication Title

Action in Teacher Education

Volume

22

Issue

2

Number of Pages

116-121

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/01626620.2000.10463010

Socpus ID

84966664841 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84966664841

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