PRACTICUM PORTFOLIOS FROM THE STUDENT TEACHERS’ LENSES

Abstract

This study focuses on the teaching portfolio which is anticipated to be an exceptional tool in enhancing learning about teaching. Regardless if one is a trainee in the classroom or an accomplished veteran, such a portfolio can be a constant channel for development for the future. Such portfolios are used as part of assessment methods in teaching practicum to evaluate student teachers’ teaching reflection, documentation and artifacts collected. Nevertheless, when it comes to assessment, educators are discovering that the portfolios presented by student teachers are not up to the standard required and their expectations. This paper thus examines the perceptions and challenges faced by 30 English Language Teaching (ELT) student teachers in developing a standard portfolio during their teaching practicum. Findings of the research indicated that time management, overload of work, lack of knowledge and awareness in developing a portfolio were the major concerns faced by the respondents. By contrast, the perception of the students on developing the portfolio deemed to be positive. This study serves as a prelude to further research into portfolios as a tool in teaching and lends credentials to look into other avenues which could spur teaching in the future.