Abstract:
Four secondary school teachers were involved in this case study. Individual
interviews, group reflective sessions, and participant portfolios were transcribed
verbatim and analyzed. The use of the portfolio in the secondary school classroom
was then discussed in relation to emergent themes. These themes included teacher
attitude, portfolio structure, portfolio purpose, challenges, effect, and professional
development. Teachers were able to individualize the portfolio structure to meet both
program and students' needs. The portfolio structure enabled both teachers and
students to assume control over the learning process. The portfolio informed teachers
about their teaching. This, in tum, challenged them to reflect on their teaching
practices and enabled them to redesign curriculum implementation. A collaborative
professional development structure fostered a learning environment that enabled
teachers to experience success, despite the challenges that they inevitably
encountered. These findings were related to contemporary literature. Finally,
implications for theory and practice related to portfolio use in the secondary school
classroom and professional development for secondary school teachers were
considered.
