Abstract:

The aim of this study is to find out how student teachers would respond to constructing portfolios based on reflection and how the porftolio process would affect their professional development. The study was carried out at the Department of English Language Education of Marmara University. Subjects consisted of forty-eight student teachers who were asked to keep portfolios and journals throughout the practice teaching period and asked to share their experiences with the cooperating teacher and other student teachers. The findings of the study indicated that the process of portfolio construction affected student teachers' teaching skills and their understanding of teaching and learning positively

Keywords: