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The portfolio in teacher education and professional evaluation

João Silva Nicole Rebelo Patrícia Mendes Adelinda Candeias About the authors

The area of teacher education and evaluation is in constant renovation, incapable of encompassing all relevant contents in a complete manner, leaving (dis)satisfied both evaluated and evaluators (that is, teachers). In such complex area, the method of evaluation by portfolio has assumed a vital importance in recent years, regarded as it is as a tool that allows the evaluation of various domains. Moreover, it makes it possible to follow the evolution of personal and professional development as a qualitative measure for evaluation, and can also be used to separate excellent teachers from "satisfactory" ones in the process of career progression. Portfolios are also used as basis for job interviews and as a means of presentation of the individual in new job situations. In this sense, we investigated the validity and usefulness of this tool for teacher evaluation in the area of professional education, demonstrating its applicability and respective advantages and disadvantages. Through a bibliographical survey of several published studies, the importance of the portfolio is highlighted as an instrument for the evaluation of teachers at the beginning of their careers (aiming at their evolution) and its complementarity with respect to other methods. We have, therefore, achieved a more complete evaluation model, more individualized and efficient in the development and evaluation of competences, accessible to all education community, and not restricted to a given period or moment, but valuing the professional life of teachers.

Portfolio; Learning; Development; Competences; Teacher evaluation

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