Benefits to teachers of the professional learning portfolio: a case study

Stephen Dinham, University of New England
Catherine Scott, University of New England

Abstract

This article investigates and reports on the use of the portfolio with 29 teachers. The teachers were recipients of an award for 'quality' teaching which encompassed the early childhood, primary, secondary, technical education and university sectors. The award was based upon referees' reports, the development of a professional portfolio built around a set of professional teaching standards, and site visits involving classroom observation and interviews. Six months after the awards were presented, recipients completed a series of largely open-ended survey questions. Benefits and negative aspects associated with development of the portfolio are detailed, as are outcomes from the experience. Findings are related to the literature and implications for teachers' professional development explored.