Introducing Teaching Portfolios in Pre-service English Language Teacher Education in the Teachers’ Training School of Constantine

Auteurs-es

  • Saliha BELEULMI Département des Lettres et Langue Anglaise- Université Constantine 1
  • Hacène HAMADA Département des Lettres et Langue Anglaise - ENS - Constantine

Résumé

This article reports on a research project that describes the experience of English language trainees with using teaching portfolios to report and present their learning/teaching experiences during the Practical Training Course (PTC). It aims to illustrate the process of the development of teaching portfolios as a reflective tool for the trainee’s learning/teaching aiming to replace the current training reports used at the Teachers’ Training School of Constantine (TTSC). A procedural study of how the trainees presented the materials and reflected upon them was carried out over a four-month period, as well as their perceptions about the portfolios. Findings from content analysis, reflections and the questionnaire reveal that the teaching portfolio would be a good alternative to report trainees’ learning/teaching experiences and a productive tool to promote reflection and career development.

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Publié-e

2014-06-01

Comment citer

BELEULMI, S., & HAMADA, H. (2014). Introducing Teaching Portfolios in Pre-service English Language Teacher Education in the Teachers’ Training School of Constantine. Revue Des Sciences Humaines, 25(1), 75–87. Consulté à l’adresse https://revue.umc.edu.dz/h/article/view/1527

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