Early childhood teachers’ portfolio practices and predictors

• Nur Alaçam ^[2] ; Refika Olgan ^[1] ; Yeşim Çapa Aydın ^[1]
  1. [1] Middle East Technical University

     Middle East Technical University

     Turquía

     
  2. [2] Middle East Technical University & Ondokuz Mayıs University
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 48, Nº 2, 2025, págs. 397-425
• Idioma: varios idiomas
• Títulos paralelos:
  • Prácticas y predictores del uso de portafolios por parte del profesorado de Educación Infantil
• Enlaces
  • Texto completo
• Resumen
  • español

    El portafolio es uno de los formatos más habituales de documentación pedagógica en todo el mundo. En este estudio se exploran las prácticas de los docentes de Educación Infantil en materia de portafolios, así como los predictores vinculados a su uso, aplicando metodologías cuantitativas. Mediante diversas escalas se recabaron datos de 605 docentes de Educación Infantil, mientras que para el análisis de datos se utilizaron estadísticas descriptivas, análisis MANOVA y la regresión jerárquica múltiple. Los resultados revelan que la intención y las creencias de autoeficacia docente eran predictores significativos de las prácticas vinculadas al portafolio, mientras que estas prácticas no diferían significativamente en función de su experiencia didáctica. Asimismo, los docentes que hacían uso de portafolios en su evaluación obtenían puntuaciones más altas en los constructos internos (actitudes, creencias) que quienes no lo hacían. Por tanto, se concluye que los factores internos desempeñan un rol importante en la efectividad del docente respecto a la evaluación mediante portafolios.

  • Multiple

    Portfolio is one of the common forms of pedagogical documentation around the world. The current study explores early childhood teachers’ portfolio practices and related predictors using quantitative methodologies. Data were collected from 605 early childhood teachers through developed scales, while descriptive statistics, MANOVA and hierarchical multiple regression were utilized for data analysis. As a result, it was revealed that intention and self-efficacy beliefs were significant predictors of teachers’ portfolio practices, whereas teachers’ portfolio practices did not change significantly with respect to their teaching experience. Furthermore, teachers using portfolio assessment had high scores in internal constructs (i.e., attitudes, beliefs) compared to those who did not use portfolios. Therefore, it was concluded that internal factors play a significant role in teachers’ effectiveness with the use of portfolio assessment.

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