Portfolio construction in university teacher education : Design, implementation, and evaluation of a portfolio-based instructional system for deep learning
Portfolio construction has come to be an integral element of teacher education programs around the world. The conceptualizations and the concretizations of portfolio-based learning environments – in theory as well as in practice – show considerable diversity. Studies reporting substantive original research on the effectiveness of portfolio as an approach for learning and instruction in teacher education continue to be scarce; their research focuses and, thus, their contents are rather mixed. Yet, there is also an element of similarity: The evidence available on the effects of portfolio construction – as identified and reviewed for this dissertation – is predominantly positive. Thus, it seems warranted to continue implementing portfolio in teacher education practice and to further research its effects.
The aim of this dissertation is to contribute to the theory and practice of teacher education in higher education settings by investigating portfolio as an educational tool, and by evaluating one particular portfolio-based learning environment designed for and implemented in initial teacher education. To this end, after an initial clarification of key concepts, essential theories, and fundamental terminology, available empirical studies were systematically researched, identified, analyzed, and collated on an international scale. Then, on the basis of various theoretical approaches, portfolio concepts, and relevant empirical research findings, a concrete portfolio-based learning environment was designed, implemented, and evaluated in the context of university teacher education for vocational schools.
The review of original research considered to be of adequate explanatory power confirms a major criticism repeatedly noted in the literature, i.e., that there still seems to exist a limited body only of substantive research of portfolio as an educational instrument for the design of learning environments. This means that both the current evidence on portfolio and the common practice of portfolio construction are in need of additional substantiation. The findings of the study conducted suggest that the portfolio-based learning environment designed for university teacher education has the potential to support both students’ learning and their reflection.
This dissertation contributes to the theory and practice of teacher education – both in general and for vo-cational schools in particular – by means of a comprehensive, critical synthesis of available portfolio literature and findings of original research and by the investigation of one concrete portfolio-based learning environment in one clearly specified context of university teacher education. In addition, this dissertation provides a contribution to teacher educators’ everyday practice, proposing the principles and details of the design of a portfolio-based learning environment successfully implemented to support students’ reflective learning in university teacher education
