A Portfolio Concept in Teacher Education and Its Potential

Konzeption – Charakterisierung - Innovationspotential

Abstract

In the process of professionalization of teachers, a distinct ability to reflect and an inquiry-based learning attitude are regarded as central aspects. In Austria’s secondary teacher education, practical school phases, in which students are accompanied by teacher mentors, are an important issue in education science education. They are seen as a bridging element to connect the theoretical teaching content at the university with practical fields of action at schools. In the Cluster Mitte, Linz location, the educational science courses are held at the two teacher training colleges and the local university. The practical phases take place at different types of secondary schools, with approx. 900 internships per semester being assigned. In order to ensure uniform standards with so many people involved in teaching, binding concepts regarding contents and assignments to the acting persons are necessary. Accompanying the bachelor program, a portfolio work-process is implemented, which condenses the central curricular competences and offers students the opportunity to document their learning opportunities in the training process and to reflect on their individual development at the end of their studies. In this article, the concept of the Linz development portfolio is presented and the design of the portfolio under the existing framework conditions is described. The conditions of success of portfolio work are examined in more detail. In addition, the question is to be clarified which innovation potential lies in the work with the development portfolio and how this can be characterized on the basis of existing literature.