Portfolio Assessment as a Tool for Promoting Professional Development of School Principals

A South African Perspective

Datos Bibliográficos

ID9729311
AutoresRaj Mestry (0000-0002-1976-4866, University of Johannesburg, autor de correspondencia), Michele Schmidt (Simon Fraser University)
Año2010
Volumen42
Número3
Páginas352-373
Fecha de publicación2010-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124509357694
OpenAlexW2030055896
IdiomaEN
Citas recibidas1
Referencias citadas23

Poor matriculation results in South African urban schools have resulted in the implementation of professional development programs for principals who wish to improve their qualifications and practice. This article studies principals’ perceptions of the efficacy of using portfolios to assess their professional growth. Using a poststructural lens to theorize portfolio use, interview data were examined to discern what themes consistently evolved when principals were engaged in self-evaluating their own professional practice through a methodological framework of portfolio development. The findings revealed insights into the efficacy of the use of professional portfolios in the professional development of principals

Business · Faculty Development · Mathematics education · Matriculation · Medical education · Pedagogy · Perspective (graphical · Portfolio · Professional development · Sociology · Finance · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies