International Journal for the Scholarship of Teaching and Learning
Volume 2, Number 1, January 2008
Return to current issues pageResearch Article
Abstract
Delving Into Teachers’ Development Through Portfolio Reflections: Case Studies of Three Teachers
As part of longitudinal research on the role and scope of portfolios in teacher education programs, this study employs a case study approach to systematically examine the portfolio contents and reflections of three teachers enrolled in an advanced professional development master’s degree program in education; the three teachers were purposely selected as representative of the teachers in our program. Specifically, we examined the written reflections submitted in their program portfolios and transcripts from their exit presentations to identify connections to program learning outcomes and to gain insight into the scope and nature of the change of the teachers during the program. We sought to identify influences that program experiences had on their growth and their teaching practice. We contend that by thorough and systematic examination of portfolio contents, and in particular teachers’ reflections included in the portfolios, programs can gain insights into teachers’ learning, practices, and critical reflection which, in turn, may be used to inform program decisions.
Key Words: Teacher professional development, portfolios, reflection in teacher education
View Full ArticleBios
Rebecca Fox
rfox@gmu.edu
I hold a Ph.D. in foreign and second language acquisition research from George Mason University and an M.A. in French literature. As the Assistant Director of the Advanced Studies in Teaching and Learning Program and an Assistant Professor of Education, I teach graduate courses in second language acquisition, culture, and world language education. My research interests include the role of portfolios and reflection in teacher education, with a current focus on assessing teachers’ growth and change in advanced professional development. I also conduct research in the area of second language acquisition, particularly studying adolescents with interrupted schooling. I am the current Chair of the Student Standards Commission for the American Association for Teachers of French and received an Outstanding Teaching Award from GMU’s Modern Languages. Web site: http://mason.gmu.edu/~rfox
Stephen White
cwhite1@gmu.edu
I received a Ph.D. in reading and early childhood education from Texas A& M University and was a faculty member in the Department of Elementary Education at the University of Georgia. Currently, as a Professor of Education and Director of the Advanced Studies in Teaching and Learning Program in the College of Education and Human Development at George Mason University, I teach graduate courses in early childhood and literacy education. My research interests include young children’s cognitive problem solving, teachers’ beliefs and practices, and my current research focuses on assessing advanced teachers’ growth and development. I received a College of Education Award for Excellence in Teaching at the University of Georgia and served as Associate Features Editor for The Educational Researcher from 2000-2003.
Julie Kidd
jkidd@gmu.edu
I am an Assistant Professor in the College of Education and Human Development at George Mason University. I am the Coordinator of the Early Childhood Education program and am also affiliated with the Literacy program. I hold a Bachelor of Arts degree in Elementary Education from the University of Richmond, a Master of Education in Reading Education from James Madison University, and a Doctor of Education from Virginia Tech. My research is focused on developing instructional strategies that enhance the cognitive, language, and literacy development of young children and preparing teachers to work with culturally, linguistically, and ability diverse children and their families. I am currently a Co-Principal Investigator on three federally funded research and personnel preparation grants.
Gail Ritchie
George Mason University
Fairfax, Virginia, USA
gritchie@gmu.edu
I am a National Board Certified Early Childhood Generalist who recently returned to the school-level as an Instructional Coach, after two years as a Resource Teacher for Fairfax County Public Schools’ Department of Professional Learning and Training. An 18-year veteran teacher of kindergarten, K-1, and 1st grade, I completed my doctorate with a dissertation study entitled “Teacher Research as A Habit of Mind.” I was the district Teacher of the Year in 2000 and George Mason University’s Alumna of the Year in 2001. I have received numerous grants to support action research studies in the areas of early literacy, differentiated learning, and early childhood development. I am currently co-researching the impact of the use of Every Day Counts Calendar Math on sixth grade second-language learners.