This study demonstrates that portfolios of evidence are integrated into the assessment practices for professional experience in Australian ITE programs. Pre-service teachers regularly collate and submit evidence of their teaching as an ePortfolio. The design and implementation of portfolios reflect program outcomes and their development is led by senior academic staff. The study found that there is scope for a broader uptake of the use of portfolios within other elements of the ITE program to promote more consistent application of their use. It also found that access to platforms to support effective use of ePortfolios varied among providers. It is recommended that further research and development be conducted to establish a pedagogy that supports the use of portfolios of evidence to inform practice, rather than to be used as a tool to collect information. More information and support is needed on effective platforms to support the use of portfolios of evidence.
|Title of host publication||Professional experience in initial teacher education|
|Subtitle of host publication||a review of current practices in Australian ITE|
|Editors||Christine Ure, Iain Hay, Susan Ledger, Chad Morrison, Trudy Sweeney, Anne Szadura|
|Place of Publication||Canberra|
|Publisher||Australian Government Department of Education and Training|
|Number of pages||44|
|Publication status||Published - 2017|
Morrison , C., Buckworth , J., Hay, I., Masters, J., Page, L., Quentin-Baxter, M., & Saunders, C. (2017). Pre-service teachers’ portfolios of evidence: a national snapshot of the collection and assessment of practice within Australian ITE. In C. Ure, I. Hay, S. Ledger, C. Morrison, T. Sweeney, & A. Szadura (Eds.), Professional experience in initial teacher education: a review of current practices in Australian ITE (pp. 135-178). Canberra: Australian Government Department of Education and Training.