1. What have the authors contributed in "Promoting school-centered professional development through teaching portfolios" ?
This article presents a case study in which teaching portfolios evolved as a mechanism to promote school-centered professional development in an urban elementary school.. This study examines the impact of the portfolio project on professional learning and professional collaboration.. The article discusses both methodology and results in the context of recent theoretical frameworks.. In addition, it suggests directions for future research, theory, and practice related to school-centered professional development for teachers.
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2. What are the future works in "Promoting school-centered professional development through teaching portfolios" ?
Specifically, this study raises the important question of how to extend the use of teaching portfolios beyond preservice years to promote school-centered professional development in school communities.. One urgent and critical issue, however, is how to build up the momentum that has started at these preservice programs and further promote reflective practice through teaching portfolios in school settings.. Policy makers and school administrators would benefit from a line of research such as that illustrated in this study, a line of research that examines a wide range of conditions supporting the use of teaching portfolios in school communities and provides a powerful narrative and a theory of action suggesting both the viability of this type of portfolio initiative and the means to make it work in school communities.. The case study such as this, focusing on teacher portfolio as a mechanism and supported by the three sets of conditions outlined, could serve as the breeding ground for insights and hypotheses for further investigation on how to promote schoolcentered professional development.
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