Use of Teaching Portfolio in Pre-seervice English Teacher Program

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The study was conducted in a methodology course on teaching English as a foreign language in pre-service teacher education program at a private university. The course was a requirement for students seeking an English teacher's license. The class met once per week for two semesters over the course of a year. They were required to use a teaching portfolio over the course. In addition, each week, the students were asked to submit a reflection journal to an electronic discussion board to reflect on what they learned in class. The results showed that using teaching portfolios and weekly journals, the students integrated theory and practice by reflecting on their own past learning experiences from a learner's viewpoint and visualized their future image of teaching based on reflecting from a teacher's perspective. In summary, constant reflection on the course helped the student teachers professional development.