The use of teaching portfolios in the in-service professional development of school educators

Mtose, Xoliswa A. (2002-04)

Thesis (MPhil)--Stellenbosch University, 2002.

Thesis

ENGLISH ABSTRACT: The aim of the study was to critically evaluate the use of portfolios as a basis for reflection in an inservice education programme for school educators. In this context the study had the following objectives: to establish a theoretical background for the use of teaching portfolios; to provide a rationale for teaching portfolios as tools for professional development of teachers; to investigate the use of teaching portfolios as tools for reflection in an in-service teacher education programme and to provide guidelines for utilising teaching portfolios as reflection tools for professional development of in-service teachers. The Diploma in Education (DE) formed the basis of the case study. This undergraduate Diploma in Education is at level 5 (b). According to the National Qualifications Framework (NQF) it is the level at which upgrading teachers who are regarded as 'unqualified' access the bachelor study. The DE is a typical case, because the findings from this case might be used to inform other undergraduate diplomas in Education accredited by the NQF in South Africa. Six in-service teachers were targeted for the research. At the time of analysis the teachers were in the first year of a two-year diploma in Education (DE) programme. The unit of analysis of this study was teachers' portfolios. The purpose of analysing portfolios was to find out how the portfolios portray the professional development of the teachers through their reflections. techniques employed included document study, interviews and observations. The data generating The constant comparative method was used for data analysis. The categories derived from the data analysis were the following: Portfolios are tools for learning from experience; Self assessment strengthens commitment to competent classroom practice; Portfolios provide opportunities for professional development. Concerns about portfolio development dissipate with time and Teachers were able to reflect more deeply. The teaching portfolio in this study has been identified as a vehicle for both self and collaborative evaluation. Guidelines for implementing portfolios in an in-service teacher education programme have been offered by this study, and recommendations have been made for further research.

AFRIKAANSE OPSOMMING: Die doel van die studie was om die benutting van portefeuljes as 'n basis vir refleksie in 'n indiensopleidingsprogram vir skoolopvoeders te gebruik. Binne hierdie konteks het die studie die volgende doelwitte gehad: Om 'n teoretiese basis daar te stel vir die benutting van onderrigportefeuljes; om 'n rasionaal te verskaf vir die benutting van onderrigportefeuljes as 'n professionele ontwikkelingsinstrument; om die benutting van onderrigportefeuljes te ondersoek as instrumente in 'n indiensopleidingsprogram vir skoolopvoeders, en om riglyne daar te stel vir die benutting van onderrigportefeuljes vir die professionale ontwikkeling van skoolopvoeders. Die Diploma in Onderwys (DO) het as basis vir die gevallestudie gedien. Hierdie voorgraadse diploma in Onderwys is gelys op vlak 5(b) van die Nasionale Kwalifikasieraamwerk (NKR) en bied aan "ongekwalifiseerde" opvoeders toegang tot graadstudies. Die DO is gesien as 'n tipiese geval, aangesien die bevindinge van hierdie geval moontlik vir ander voorgraadse diplomas wat op die NKR geregistreer is van waarde mag wees. Ses opvoeders wat indiensopleiding ondergaan het, het die teikenpopulasie van die studie uitgemaak. Ten tye van die navorsing was die opvoeders in hul eerste jaar van die tweejarige DO. Die eenheid van analise was die onderrigportefeuljes van die opvoeders. Die doel met die analise van die portefeuljes was om vas te stel in watter mate dit die professionele ontwikkeling van die opvoeders vergestalt deur hul eie reflektiewe aktiwiteite. Die tegnieke waardeur die data gegenereer is het dokumentstudie, onderhoude en observasie ingesluit. Die konstante vergelykingsmetode is benut in die analise van die data. Die analisekategorieë wat vanuit die data afgelei is, het die volgende ingesluit: Portefeuljes is instrumente vir ervaringsleer; Selfevaluering is versterkend in die verbintenis tot kompetente klaskamerpraktyk; Portefeuljes is geleenthede tot professionele ontwikkeling; Die ontwikkeling van portefeuljes is tydrowend; Opvoeders het die vermoë om in diepte te reflekteer. In die studie IS die onderrigportefeulje geïdentifiseer as 'n instrument VIr beide self- en samewerkende evaluering. Riglyne VIr die implementering van portefeuljes ill 'n indiensopleidingsprogram is voorgstel en aanbevelings vir verdere navorsing is deur die studie gemaak.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/53182
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