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Functions of the Learning Portfolio in Student Teachers' Learning Process


by Désirée D. Mansvelder-Longayroux, Douwe Beijaard, Nico Verloop & Jan D. Vermunt — 2007

In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences of working on a portfolio. Seven functions of the learning portfolio in the student teachers’ learning process emerged from the data. It was possible to distinguish between product and process functions: with product functions, the production of a portfolio was seen as working on a tangible end product; with process functions, it was the interplay between reflecting on the learning process and the learning process itself that was the key. Two subgroups of process functions of the learning portfolio were also distinguished, based on the type of learning they facilitated. Different views were expressed by the student teachers about the value of the portfolio, and it seems worthwhile to take these differences into account by making more diverse use of portfolios in teacher-education courses.


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Cite This Article as: Teachers College Record Volume 109 Number 1, 2007, p. 126-159
http://www.tcrecord.org ID Number: 12738, Date Accessed: 12/15/2017 8:41:53 PM

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About the Author
  • Désirée Mansvelder-Longayroux
    Leiden University, The Netherlands
    E-mail Author
    DESIREE D. MANSVELDER-LONGAYROUX is a PhD student at ICLON, Graduate School of Education, Leiden University, The Netherlands. She is working on her dissertation on the portfolio as a tool for stimulating reflection by student teachers.
  • Douwe Beijaard
    University of Groningen, The Netherlands
    DOUWE BEIJAARD is Professor of Education at UOCG – University Center of Learning and Teaching, University of Groningen, The Netherlands. His major research interests are teachers’ professional identity and development, teacher evaluation, and teachers’ practical knowledge. He is the co-author of “Reconsidering research on teachers’ professional identity,” Teaching and Teacher Education (2004).
  • Nico Verloop
    Leiden University, The Netherlands
    NICO VERLOOP is Professor of Education and Director of ICLON, Graduate School of Education, Leiden University, The Netherlands. His major research interests are teachers’ knowledge base, the professional development of teachers, and the evaluation of teachers. He is the co-author of “Teacher knowledge and the knowledge base of teaching,” International Journal of Educational Research (2001).
  • Jan Vermunt
    Utrecht University, The Netherlands
    JAN D. VERMUNT is Professor of Teaching and Teacher Education at IVLOS – Institute of Education, Utrecht University, The Netherlands. His major research interests are in the domains of student learning in higher and teacher education, and of teacher learning and professional development. He is the co-author of “Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations,” Educational Psychology Review (2004).
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