Impact of Educational Portfolios in Teacher Collaborative Professional Development

Authors

Marlon L. Lalaguna

Abstract

The study examines the perceived value of educational portfolio development in the collaboration practice of in-service teachers, specifically in the four Collaborative Learning Processes (CPL): mentoring and coaching, peer critiquing, sharing of best practices and resources, and problem-solving. The respondents were 40 junior high school teachers of General Tiburcio de Leon National High School, Division of Valenzuela City. To provide both quantitative and qualitative descriptions of how the educational portfolio could facilitate CPL among the in-service teachers and positively impact their professional development, the researcher used the explanatory design of the mixed method. The respondents used three sets of questionnaires prior to the online portfolio development workshop (Paper-Based Portfolio Development Readiness Survey, Online Portfolio Development Readiness Survey, and the Perceived Value of Teaching Portfolio on Collaborative Professional Learning Experiences). After the online portfolio development iii iv and practice for the School Year 2019-2020, the participants responded to the same Perceived Value of Teaching Portfolio on Collaborative Professional Learning Experiences. The researcher also conducted a focus group discussion (FGD) to gather participants' perceptions of the impact of educational portfolios in their collaboration practice. The findings of this study imply that an online portfolio has greater perceived value than a paperbased portfolio when it comes to facilitating collaboration among the teachers through mentoring and coaching, sharing of best practices and resources, peer critiquing, and problem-solving.

Keywords

Collaboration Practice Professional Development Teaching Portfolio