Keywords
early childhood education
portfolio
professional development
reflection
How to Cite
Abstract
This collaborative action research, undertaken by a preschool educator and a university professor, explores the challenges and transformations of the preschool teacher during the reconstruction of children‘s portfolios. The results point to the intrinsic relationship between research, reflection, and transformation. They also confirm the significant role of research and critical reflection in the professional transformation of teachers. Likewise, they indicate that the continuous reflective process involved in implementing a portfolio contributes to the professional development of the preschool teacher. This multidimensional, gradual, and profound growth was evident in the use of varied strategies, techniques, and resources. These included the use of technologies in children‘s educational experiences, assessment, and communication with parents, as well as the empowerment of the educator as she strengthened her self-perception and appreciation as a researcher and as a professional who is reflexive, creative, competent, a co-constructor with the children and colleagues of an authentic, responsive, and appropriate portfolio. The resultant portfolio evidenced congruency with the theoretical framework of the educator and the program; also, it was instrumental in the communication with the parents. The greatest challenge faced by the teacher was the limitation of time. The findings emphasized the importance of the teacher‘s initiative, commitment, and creativity, as well as of the administrative supports needed in order to face these challenges.
How to cite:
Pedraza-Burgos, L., & Mendoza-Bas, M. L. (2019). Si creo que cada niño es una mente creativa, pues también yo: Nuevas perspectivas al reconstruir el portafolio de los niños. Pedagogía, 45(1), 59-94. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16504
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