Type of Document Dissertation Author McIntyre, Christina C Author's Email Address cherimc@siu.edu URN etd-10152007-132416 Title Outcomes of Standards-based Portfolios for Elementary Teacher Candidates Degree Ph.D. Department Early Childhood Education Advisory Committee
Advisor Name Title Julie Dangel, Ph.D. Committee Chair Keywords
- case study
- assessment
- teacher education
- reflection
- standards
- portfolio
Date of Defense 2007-04-25 Availability restricted Abstract OUTCOMES OF STANDARDS-BASED PORTFOLIOS
FOR ELEMENTARY TEACHER CANDIDATES
by
Christie McIntyre
Documentation of outcomes associated with teacher education portfolios and the quality of the reflections contained within the portfolios is sparse. This collective case study (Stake, 1995) of six teacher candidates enrolled in an elementary teacher education program at a large mid-western university explores the outcomes of developing a portfolio based on state standards. The first question of this study focuses on the
outcomes of the portfolio process for the teacher candidate; the second question is an investigation of the critical events that facilitate the outcomes associated with the teacher portfolio. Zeichner and Wray’s (2001) critical dimensions of a portfolio process are used as a framework for understanding current research and the data from these portfolios. The third question addresses the nature and quality of reflections that accompany portfolios using Sparks-Langer, Simmons, Pasch, Colton, and Starko’s (1990) Framework for Pedagogical Thinking. In this qualitative study, Glasser and Strauss’(1967) constant comparative method is used to analyze data within and among the six cases. Data sources include electronic-portfolios, observations of portfolio seminars, and interviews with teacher candidates, cooperating teachers, and center coordinators.
Credibility and dependability is based on prolonged engagement, triangulation, a comprehensive member check, and an auditor check. A “reflexive journal” (Lincoln & Guba, 1985, p. 327) is used to increase the overall trustworthiness. Historical theories of
reflection by Dewey (1933) and Schön (1987) are considered during the final analysis.
The study identifies four outcomes of this portfolio process for the teacher candidate: it
increased their understanding of standards; supported the organization and articulation of
their thoughts; encouraged them to reflect; and provided a snapshot of their professional growth. Three additional critical dimensions support the portfolio outcomes: the rationale guidelines, the assessment process, and the entire portfolio process.
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