Impact of Teaching Practicum Experiences Through Teaching Portfolios on the Agency of Pre-service Science Teachers
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This study aims to examine the impact of engaging in reflective experiences on one’s ownteaching through teaching portfolios during a teaching practicum on the agency of preservicescience teachers. To achieve this, we instructed 20 pre-service science teacherswho participated in the teaching practicum in May 2024 to create teaching portfolios. These portfolios contained classroom discourse analyses and self-evaluations of lessonsfrom the early, middle, and final stages of the practicum. We assessed agency at both theonset and conclusion of the practicum, and subsequently carried out in-depth interviewsto help interpret the findings. The findings of the study are as follows. First, even shorttermreflective activities based on teaching portfolios led to significant changes in teacheragency. Second, the pre-service teachers who critically reflected on their lessons developeda stronger awareness of themselves as agents of their teaching. These teachers wereable to enhance their ability to make creative decisions when selecting and reorganizinginstructional materials.
Abstract
This study aims to examine the impact of engaging in reflective experiences on one’s ownteaching through teaching portfolios during a teaching practicum on the agency of preservicescience teachers. To achieve this, we instructed 20 pre-service science teacherswho participated in the teaching practicum in May 2024 to create teaching portfolios. These portfolios contained classroom discourse analyses and self-evaluations of lessonsfrom the early, middle, and final stages of the practicum. We assessed agency at both theonset and conclusion of the practicum, and subsequently carried out in-depth interviewsto help interpret the findings. The findings of the study are as follows. First, even shorttermreflective activities based on teaching portfolios led to significant changes in teacheragency. Second, the pre-service teachers who critically reflected on their lessons developeda stronger awareness of themselves as agents of their teaching. These teachers wereable to enhance their ability to make creative decisions when selecting and reorganizinginstructional materials.