The portfolio as a tool of teachers’ (self) assessment: Images, conceptions and representations

Abstract

To create a portfolio is seen by teachers, investigators and other subjects related to the education field as a strategy of development and a way of promoting learning. Taking into account its reflexive dimension, the portfolio is also seen as a way to enhance self-reflection and a tool to develop professionalism. Therefore, the purpose of this study is to know the teachers’ representation regarding the portfolio as a means of assessing their professional performance. We followed a qualitative methodology, interviewing teachers from a Portuguese public school. As the most relevant outcomes of our research we highlight the teachers’ general perceptions: the portfolio is mainly considered as a tool that shows a practice; the importance of reflecting on their professional daily practice as a means of questioning it; the importance of a collaborative work; the portfolio as a dynamic tool; the portfolio as a self-assessment and a self-regulation tool for a lifelong learning activity.