Portfolio Teacher Training
The project aims at achieving more transparency and permeability as well as an improved governance of financing and personnel management in the area of teacher professionalisation. The main objective is to collect and systemize instruments for documenting informal, non-formal and formal learning in all of the three phases of teacher training and to develop of a portfolio (draft version) by linking and modifying existing instruments.
Even at the teacher training stage, it is important for students to develop reflective competencies by continually re-thinking, further developing and documenting their own learning. In the first phase of teacher training, students can work with a “development portfolio”. Besides the experience gained by this instrument, the instruments of a “portfolio for the documentation of the learning process“ with its instruments that need to be further developed with regard to informal learning and the “qualification portfolio” for the third phase are available to teacher training in the federal state of Hesse. These three instruments of documenting a biography of competencies need to be colated in a single portfolio following institutional and individual demands. This broad scope of competence development provides a basis for lifelong learning in terms of qualified counselling and formulating target agreements between the different functional levels of school administration.
The project aims at achieving more transparency and permeability as well as an improved governance of financing and personnel management in the area of teacher professionalisation. The main focus lies on informal learning in all three phases of teacher education. This development-based approach is supported by the DIPF studies (2004/2005) on the development of pedagogical development accounts, where this perspective on research demands has its origin.
The project will pursue the central question as to how, beyond certificates and credit points, validation procedures can be found and further developed that define the value of more competencies for self reflection and self governing. This approach is based on the individual teacher and the lifelong learning biography in different school types instead of focusing on institutions
The methodological procedure comprehends the following research and development foci:
- Search for literature for documenting informal, non-formal and formal learning in all of the three phases of teacher training
- Collecting and systemising instruments for the documentation of competence acquisition in teacher training (national / international)
- Preparing and carrying out group discussions with first phase students, second phase trainees and teachers from different school types on the topic of integrating informal learning into the teaching profession
- Development of a portfolio (draft version) by linking and modifying existing instruments of documentation. Development of a concept for a guidance manual
The project is conducted under the auspices of the DIPF, in co-operation with Hesse office for teacher training [Hessisches Amt für Lehrerbildung]. It is funded by the Ministry of Culture of the federal state of Hesse.
09/2008 - 08/2009