Abstract:
This case study investigated the long-term influences of compiling a portfolio on
resource teachers’ (RTLB) reflection on practice. The findings provide a detailed
analysis of the reflection that is stimulated by the portfolio process and the extent to
which this has been ongoing in the RTLBs’ practice. Compiling the portfolio
stimulated the RTLBs’ reflection on practice in a number of aspects, from selecting
cases and evidence to writing, reading, collegial support, and professional
supervision. It also promoted a more critical understanding of what it means to be a
reflective practitioner. Among these, the writing involved in the portfolio process
appears to be one of the most important factors in promoting reflection. However,
reflective writing has not been maintained in the participants’ current practice,
whereas other aspects of reflection have, to some extent, continued. The overall
quality of reflection has thus become more technical, albeit less deep, as it grows to
cater for participants’ professional needs. Much emphasis is put on
formal/professional supervision and collegial support as important vehicles in
maintaining the post-portfolio reflection. The former is deemed highly valuable
because of the professional guidance and the sense of direction that a professional
supervisor can offer as he/she triggers the RTLB’s reflection, while the latter
provides them with opportunities to share with their colleagues the things that they
find useful, discuss the issues that they have in common, have their practice
challenged and critiqued, and look at better practice. The establishment of
communities of practice particularly stands out as an effective vehicle for sustaining
reflection. The study includes recommendations for maintaining reflection in the
post-portfolio phase, as well as for sustained portfolio use. Suggestions are also
made for the application of portfolio assessment in the Vietnamese higher education
system. Further research is recommended to expand the scope and scale of this
study, as is collecting empirical evidence that would validate the findings in a
Vietnamese context. A more thorough investigation into the Vietnamese higher
education system and its cultural, social and political features is also recommended
in order to generate a more detailed proposal for the application of portfolio
assessment in Vietnam.
