Portfolio as a Stimulus for Improving the Work of Teacher Educators: An Experience at a College in the Arab Sector


The present article examines the contribution of building a portfolio to the professional development of teacher educators, and the effectiveness of their progress within the organized framework. The results of long-time research that was carried out in a college for teachers’ education show the contribution of the derivative works that contain reflection and accompanies reflective thinking meetings for professional progress of teacher educators; for strengthening their motivation; for improving their level of education and ensuring its quality; to develop their involvement in the duty they are fulfilling and for a annual and future planning cultivation. Moral education, values and attitudes via acquiring knowledge in science content knowledge as Dreyfus (1995) emphasized that “biological knowledge is a prerequisite for the development of students’ values and attitudes”. Science knowledge role is not only for academic achievement and mastery of cognitive and metacognitive skills, but to educate students on the affective domain being active in the community life based on moral and ethical values, and positive attitudes toward societal issues, like social justice, preservation of the environment and peace, the last two being addressed due to the fact of having a mutual impact connection in one of the STS learning units presented.

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Khalil, M. (2014) Portfolio as a Stimulus for Improving the Work of Teacher Educators: An Experience at a College in the Arab Sector. Creative Education, 5, 1597-1607. doi: 10.4236/ce.2014.517177.

Conflicts of Interest

The authors declare no conflicts of interest.


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