The process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole (also known as granularity).
Published in Chapter:
Teachers' Portfolios: A Reflective Tool towards Professional Development
Zineb Djoub (Abdelhamid Ibn Badis University of Mostaganem, Algeria)
Copyright: © 2016
|Pages: 15
DOI: 10.4018/978-1-4666-9948-9.ch009
Abstract
To achieve professional development and the intended educational goals, teachers' reflection has been considered as a necessary component of the teaching process. Indeed, reflection is process of questioning one's practices, intention and the emerging outcomes. Such reflection is also a source of inspiration, creativity, flexibility and thus, a means to achieve learners' motivation and interest in active and engaged learning. To enhance reflective teaching, teaching portfolios have been widely advocated in language teaching. To that end, this chapter attempts to provide a teaching portfolio model which aims at prompting teachers' reflection over their profession. Additionally, it illustrates the way such tool needs to be used by teachers so that they can reflect effectively and improve their teaching.