The Australian Professional Teaching Standards require pre-service teachers to complete a minimum number of days of professional experience in order to graduate. Problems can arise, however, when the evaluation of their professional experience against the Standards shifts from the providers of teacher education programmes to school-based…

This mixed-methods study examined the use of web-based portfolios for developing preservice teachers' reflective skills. Building on the work of previous research, the authors proposed a set of reflection-based tasks to enrich preservice teachers' internship experiences. Their purpose was to identify (a) whether preservice teachers demonstrated…

Portfolio assessment of teaching practice was first introduced into the University of Botswana's Faculty of Education in May 2010. This study sought to investigate the impact of this innovative new professional development/assessment system on the professional growth and development of in-service teachers. The findings of the study suggest that…

In our pre-service department, university practicum supervisors are faculty members who offer academic, social, and personal support to teacher candidates during their year-long program. Their role is described as one designed primarily to provide formative assessment and feedback to improve classroom practice and reflection on practice. This…

To ensure their teaching quality, it is important for student teachers to undertake self reflection on their teaching performance after supervised teaching sessions. With the goal of sharpening the teaching competence of student teachers, a dual function system that uses web based and video based technologies is being developed to facilitate self…

In response to state licensure standards, Ashland University, Ohio, revised its teacher education program. The faculty pondered how to build in ways that would ensure students were making connections between their courses and field experiences while simultaneously reflecting on their own growth. Portfolios appeared to be the solution. The…

Examines how reflection has been discussed in teacher education, presenting data from a longitudinal study of 10 teacher apprentices that investigated the experience of becoming reflective through a portfolio process and identifying developmental elements of reflection. The study notes that student teachers consistently report little formal…

This paper examines how a developmental growth model of teacher preparation emphasizing self-assessment and reflection is being implemented in a liberal arts professional education sequence. It discusses how the effort offers opportunities for preservice teachers to self-monitor and reflect on their beliefs and practices regarding teaching and…

This paper first examines how the graduate institute of teacher education at Bank Street College of Education, New York, has worked to foster reflective practice over time and across program components. It examines the mission and structures that have been enacted to this end and identifies ongoing challenges encountered. The paper first discusses…

Explores a structured approach to support student teachers in the use of reflective self-evaluation as part of ongoing professional development. Reviews the Scottish context of initial teacher education, and describes elements of the approach: classroom climate, pairing of student teachers to encourage peer discussion, and…

Describes how the teacher education paradigm of the facilitating reflective educator was adopted to encourage development of reflective practitioners. Professional portfolios were incorporated into the preservice program as an admission requirement for student internships. The rationale behind portfolio usage, implementation and continuance of the…

Six years ago, the Division of Education at Indiana University East began the process of developing a performance-based program consistent with its division's conceptual framework, the Interstate New Teacher Assessment and Support Consortium (INTASC) principles, and Indiana state standards. One component of the state mandate is that all teachers…

This paper traces the development of guidelines to help education instructors effectively evaluate and provide guided practice for student teachers as they reflect on their professional work. The University of Wisconsin River Falls requires student teachers to videotape their teaching experiences, then reflect on how, why, and where they meet…

To gain insights into preservice teachers' growing capacity to be exploring, reflective practitioners, portfolio assessment is being adopted in some teacher education programs. The teacher as reflective practitioner and portfolio assessment became the foundations of one Carnegie-I research university's four-phase secondary education program.…

This paper reports on a pilot project conducted at the College of Education, Wayne State University (Michigan), to explore the potential of the portfolio process as a tool for assessing the professional skill development of student teachers and the effectiveness of the teacher preparation program. Project goals included the promotion and…