By Nathan Woods
Teaching portfolios are used widely in pre-service teacher education programs and amongst faculty in higher learning institutions. The focus of this article, however, is on the role that teaching portfolios can play in enhancing the learning of in-service teachers in the compulsory education sector. Much of the literature on teachers’ professional learning portfolios discusses tensions between the formative and summative application of portfolios; this review avoids this discussion and focuses on the formative potential of teaching portfolios. Drawing on relevant literature, five key questions are addressed:
- How are teaching portfolios defined?
- Do teaching portfolios capture the complexities of teachers’ learning?
- Do teaching portfolios enhance teachers’ critical thinking?
- Do teaching portfolios promote collaboration within schools?
- What impact do teaching portfolios have on practice?
- Is the time required by teachers to construct portfolios reasonable and sustainable?