Preservice Teachers’ Reflective Portfolio: Evaluating Teaching and Learning in Teacher Education in China

Abstract

Evaluating preservice teachers’ performance is essential for quality teacher education programs. Since the 1980s, China has explored a new, more appropriate and effective evaluation system in teacher education. Traditional assessment systems have shortcomings, such as being one-shot, single measures, with more emphasis on quantitative than qualitative assessments. These limitations affect students’ learning motivation and progress, and subsequently the quality of teachers and teacher education. Under China’s New Curriculum Reform, preservice teacher evaluation is being adapted accordingly. Thus, more effective and easy-to-implement evaluation methods will be examined. Portfolios are a relatively new assessment tool, originating in the West. An increasing number of teacher education programs in China has adopted portfolio assessment, but efforts are needed to improve its implementation. Standards, for example, are necessary to measure its effectiveness. This chapter reviews the teacher knowledge literature and how it relates to portfolio building, describes and explains the use of portfolios in teacher education, and then shows a typical portfolio template and its content to illustrate its use in China. Finally, the issues and challenges encountered while using portfolio assessment are discussed. Any lessons for international teacher education programs experiencing similar assessment issues with their evaluation systems are shared.

Citation

Feng, Z. and Han, X. (2015), "Preservice Teachers’ Reflective Portfolio: Evaluating Teaching and Learning in Teacher Education in China", International Teacher Education: Promising Pedagogies (Part C) (Advances in Research on Teaching, Vol. 22C), Emerald Group Publishing Limited, Leeds, pp. 203-217. https://doi.org/10.1108/S1479-368720150000022010