A case study on teacher portfolio with early childhood teachers

Aras S.

Reflective Practice, vol.22, pp.219-232, 2021 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 22
  • Publication Date: 2021
  • Doi Number: 10.1080/14623943.2021.1875206
  • Journal Name: Reflective Practice
  • Journal Indexes: Emerging Sources Citation Index, Scopus, Academic Search Premier, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Psycinfo
  • Page Numbers: pp.219-232
  • Keywords: Teacher portfolio, professional development, early childhood teacher, reflective practice, PROFESSIONAL-DEVELOPMENT, EDUCATION, VIDEO, PROGRAMS, REFLECTION, COMMUNITY, LANGUAGE, THINKING, SUPPORT, ISSUES


© 2021 Informa UK Limited, trading as Taylor & Francis Group.Effective professional development that builds meaningfully on teachers’ classroom experiences should provide teachers opportunities to reflect on their own teaching acts. Teachers who are aware of what they are doing as a teacher, act with the awareness of what they professionally need and transform their practices. A teacher portfolio is an unfolding of teachers’ understandings about their development as a professional. This study aimed to explore four early childhood teachers’ experiences through the teacher portfolio. Case study design was utilized with an inductive approach in order to explore this contemporary topic. Semi-structured interviews, reflective journals, focus group interviews, and teacher portfolios were used as data collection tools. This study provided evidence for the contributions of the teacher portfolio in terms of reflecting on teaching acts, needs assessment and professional development plan, and teacher portfolio as a portrayal of professional growth.