Abstract:

The main goal of the current study is to examine the opinions of preschool teachers on the portfolio. The study has been designed according to the basic qualitative analysis. The study group consists of 25 preschool teachers serving in preschool educational institutions affiliated with the Erzurum Provincial Directorate of National Education. A semi-structured interview form prepared by the researchers was used as a data collection tool in the study by taking expert opinions and conducting a comprehensive literature review. The collected data was analyzed by using an inductive approach. This study found that teachers generally find the training they received during their undergraduate study for preparing a portfolio superficial and they underline the family recognition form, child recognition form, and artwork most in the portfolio file, and although they played a more active role in the process of preparing a portfolio, children and families took a more passive role. Teachers reported various difficulties related to the portfolio preparation process, such as inability to find time, inability to maintain work, crowded classroom environment, and inability to ensure family participation. The portfolio was found to be effective by teachers in providing detailed information about the development of the child and ensuring that children can do self-assessment. But it was also emphasized by teachers that the portfolio is not an adequate tool alone in terms of recognizing and evaluating the child and is not used for its purpose. Teachers also stated that they need training in many subjects such as preparing portfolio content, using the portfolio effectively, and drawing meaningful conclusions from the portfolio.

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