The use of portfolios to develop reflective practice in teacher training: a comparative and collaborative approach between two teacher training providers in the UK and Finland

Abstract

This article details the ongoing collaboration between two teacher training providers in the UK and Finland in the development and use of portfolios to support reflective practice in teacher education programmes. The use of portfolios for assessment in teacher education has developed extensively over a number of years to support the student to undertake a more active and critically reflective approach to the role of the teacher. The authors underline the importance of portfolios as a tool for the student to develop skills to self-assess and critique their own teaching and learning experiences whilst identifying the differences in approach and outcome between the two institutions. The experiences and perceptions of student teachers were recorded and aspects of the portfolio as a tool to support reflective practice identified.