Using an analogy in the introduction of a portfolio

Jan van Tartwijk*, Martine van Rijswijk, Hanneke Tuithof, Erik W. Driessen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Students in many teacher education programmes experience confusion about portfolios. This study investigated whether using an analogy in the introduction of a portfolio helps teacher education students understand both the purpose of a portfolio and how to compile it. It was also investigated whether these students' understanding correlates with their appreciation of portfolios. In the analogy, portfolios were compared with job application letters, curricula vitae and the references that are common in selection procedures for new employees. This analogy was helpful in promoting students' understanding. Their understanding correlated with their appreciation of this instrument. © 2007 Elsevier Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)927-938
Number of pages12
JournalTeaching and Teacher Education
Volume24
Issue number4
DOIs
Publication statusPublished - 1 May 2008

Keywords

  • Analogy
  • Portfolio
  • Teacher education

Fingerprint

Dive into the research topics of 'Using an analogy in the introduction of a portfolio'. Together they form a unique fingerprint.

Cite this