Facilitating Teacher Candidates’ Reflective Development Through the Use of Portfolios, Teacher Work Sample, and Guided Reflections

English Version

Introduction

To meet the challenge of preparing effective classroom teachers,national and state organizations have identified standards for teacher education programs that teacher candidates must meet before they can receive professional certification. The challenge to teacher education programs is not only to develop effective ways to build teacher candidates’ skills and guide them in the effective application of their knowledge, but also to develop their reflective skills so that as teachers they can examine their own teaching and make appropriate decisions to enhance their teaching effectiveness (Rodgers, 2002).

Standards have become the focus of several reform movements. A decade ago the Interstate New Teacher Assessment and Support Consortium (INTASC, 1992) drafted a set of ten standards. Subsequently, the Missouri Department of Elementary and Secondary Education (DESE) adopted standards similar to those of INTASC for teacher candidates. As a result of the acceptance of these standards by state departments of education and teacher education programs throughout the country, theoretical and practical knowledge are no longer considered enough (Ambach, 1996); teacher candidates must now demonstrate how to apply their knowledge and skills to promote student learning (Girod, 2002).

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