The influence of portfolio selection on reflective thinking

Portfolios can offer an opportunity for critical reflection. This study looked at the kind of artifacts student teachers selected for their cumulative portfolio, which artifacts they viewed a most important in describing them as a teacher, and which types of reflective thinking the artifacts represented. Participants were 63 undergraduate student teachers from various disciplines (elementary, secondary, and special education). Results indicated that the majority of students (95%) included artifacts that involved technical reflection. Experiential-based items like implemented lesson plans were included by the vast majority of students (88%) as well. Additionally, many student teachers (44%) stated that the Philosophy Toward Teaching Essay, which involved conceptual and critical reflection, was the most important item in describing them as a teacher. Thus despite the opportunity for critical reflection student teachers appear to focus on technical skills.