Portfolio Assignments in Teacher Education: A Tool For Self-regulating the Learning Process?

"This study examines the effects of a portfolio programme on self-regulation – and thus among third year students of teacher education training to be secondary school teachers. ... The study indicates a significant increase in self-regulation. The portfolio programme therefore improves students’ capacity to go through their learning process independently ...The comparison of the students’ own opinions with those of the portfolio supervisors also reveals the weak links in the self-regulation cycle. Students have difficulty evaluating and re-orientating their learning process. It also appears that students do not set and/or implement new objectives themselves, which means that they cannot regulate their own learning process on a completely independent basis because they have not thoroughly mastered all the components of the self-regulation cycle."

[Quote is from the International Journal for the Scholarship of Teaching and Learning]