For Preservice and Inservice Art Teachers
What is Reflection?
Integral to your production of a portfolio is the process of reflection. Reflection is not an 'add-on' piece to your learning process, portfolio, or teaching practice. It is integral to the complex process of becoming an art teacher. Successful reflection enables self-awareness, personal and professional growth and improved teaching practices.
Reflection may be accomplished individually and collectively. You will have opportunities to reflect on your experiences and teaching with others, such as, peers, cooperating teachers, supervisors and university faculty. Each will bring a unique perspective to your understanding of yourself as a developing art teacher.
Ultimately, self-reflection and dialogue with others will result in insights as to:
What is the purpose of reflection?
You will be reflecting on the outcomes from your coursework and experiences.While reflection suggests recollection and the remembering of events and activities past, it is remembering with a grounding of beliefs. Dewey (1933) stated "reflection thus implies that something is believed in (or disbelieved in), not on its own direct account, but through something else which stands as witness, evidence, proof, voucher, warrant; that is, as ground of belief." (p.11). For Dewey, reflective thinking consisted of two parts: a state of doubt and a search to resolve that doubt. Thus, constructing a portfolio is an act of revealing one's beliefs. Schon (1988) considered a utility for reflective thinking in that cognitive practice has a direct relationship to practices within professional realms (teaching). Davis, Hawley, McMullan and Spilka (1997) extend this idea in that the process of education mirrors the design process with reflective thinking being central to both. Design as a process (Davis, et.al., 1997), like teaching art, requires critical reflection that can inform future events.
At the heart of portfolio development is purposeful choice making. The portfolio development process like the design process is organic.
Your portfolio can be entered into again and again with new reflections that can provide new insights.
Where do you put the reflections in your portfolio?
Your portfolio is an assessment portfolio. This means that it includes a collection of selected artifacts and focused reflections and goals that demonstrate how you have met the Wisconsin Teacher Standards and Wisconsin Model Academic Standards.
Reflections should be infused throughout your portfolio. One of the advantages of an E-Portfolio is the capacity to integrate text and images and to cross-reference using links.
What makes a good artifact?
The search for evidence in the form of artifacts is a quest for quality. The reflection process will assist you to determine how artifacts are collected, winnowed, and presented. Artifact selection requires that you place value upon an experience or event. As you develop your portfolio, you will be gathering 'artifacts' that demonstrate your competencies in each of the Standards 1-8. A good artifact is:
For tips on inserting either image or video artifacts into your portfolio, click here.
What are the stages of a portfolio artifact?
Further Reflection and Assessment
Further Editing and Selecting
Process adapted from: Barrett (2000) and Danielson & Abrutyn (1997). An introduction to using portfolios in the classroom. Alexandria, VA: ASCD. We have added the stages of Further Reflection and Assessment and Further Editing and Selecting.
FOR PRESERVICE ART TEACHERS
Where will I find artifacts?
The following is a list of potential artifacts and their sources:
Where will I find artifacts?