Abstract
The major purpose of this study was to develop a portfolio assessment method suitable for assessing the professional growth of a beginning teacher in elementary education. The items in the portfolio assessment were derived from qualitative dat a gathered through questionnaires completed by experienced teachers, interviews and group discussions with both experienced and intern teachers. Over 90% of the 196 experienced teachers returned questionnaires indicating that the four main items (with 17 sub-items) developed in this research possessed a strong consensus. These items included teaching skill, classroom management, assessment of student learning, and teacher professionalism. The portfolios of thirteen intern teachers were developed in order to investigate the effectiveness and practical aspects of this assessment approach. After examining the resulting portfolio, interviewing the interns and mentors as well as the supervising college directors, it was obvious that the assessment was helpful in guiding the items in teaching and reflective thinking. The results also indicate that cooperation and support by mentors during the administration of this assessment approach are essential for successful implementation.
| Keywords: | teacher training; portfolio assessment; intern professional growth; reflective thinking |
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