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Portfolio and Self-Study

An Epistemology of Practice

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Book cover 2nd International Handbook of Self-Study of Teaching and Teacher Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

Self-study researchers have explored the challenges and benefits of using portfolios in their teaching practice. A focus on linking theory and practice has emerged as a generative possibility when using portfolios with students. However, few S-STEP investigations consider how portfolios as a programmatic pedagogy can help teacher educators refine their teaching practices to support teacher candidates’ connections between theory and practice. We claim that this extension of earlier research on the use of portfolios can contribute to an epistemology of practice. Presented is a theoretical framework that responds to the call of Lyons and Freidus (The reflective portfolio in self-study: Inquiring into and representing a knowledge of practice. In: Loughran JJ, Hamilton ML, LaBoskey VK, Russell T (eds) International handbook of self-study of teaching and teacher education practices. Kluwer, Dordrecht, pp 1073–1107, 2004) for the development of an epistemology of practice as we interrogate how programmatic e-portfolios can provide the structure for reflection on, and integration of, transformative pedagogies. As an example of our own learning, we offer a description of our self-study investigation into the impact of programmatic portfolios on teacher candidates’ experiences of linking theory and practice. We conclude with an enhanced call for S-STEP research into practicum.

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Authors and Affiliations

  1. Department of Education, Mount Royal University, Calgary, AB, Canada

    Kevin O’Connor, Gladys Sterenberg & Norman Vaughan

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  1. Kevin O’Connor
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  2. Gladys Sterenberg
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  3. Norman Vaughan
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Correspondence to Kevin O’Connor .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University Faculty of Education, St. Catharines, ON, Canada

    Julian Kitchen

  2. School of Education, Royal Melbourne Institute of Technology School of Education, Bundoora, VIC, Australia

    Amanda Berry

  3. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  4. Faculty of Education, Simon Fraser University Faculty of Education, Burnaby, BC, Canada

    Shawn Michel Bullock

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

Section Editor information

  1. Faculty of Education, Brock University, St. Catharines, ON, Canada

    Julian Kitchen

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O’Connor, K., Sterenberg, G., Vaughan, N. (2019). Portfolio and Self-Study. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_38-1

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