Teacher Portfolios are on Stage for Professional Development: A Qualitative Case Study

Abstract

The aim of this study was to explore the impact of teacher portfolios on promoting professional development of teachers with a focus on the contributions and difficulties of portfolio construction process. Eight English teachers from Namık Kemal University, School of Foreign Languages participated in this study. Participants constructed teacher portfolios using INTASC standards during 2010- 2011 school years. A qualitative case study research method was applied to analyze the data gathered from pre- and post- interviews and submitted teacher portfolios. The results showed that teacher portfolios were effective on professional development in terms of organization and planning, self-awareness, self-reflection and self-evaluation, continuous teacher professional development, student motivation, confidence and professional satisfaction. However, the participants emphasized that lack of time; guidance and evidence were the main hindrances in the portfolio construction process. Teacher portfolios allowed teachers to reflect upon their teaching practices and provided teachers an alternative pathway for professional development.