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Education Research International
Volume 2012, Article ID 452687, 3 pages
Research Article

Enhancing Preservice Teachers’ Professionalism through Daily Teaching Reflections

1The Department of Curriculum, Instruction, and Special Education, Mississippi State University, Starkville, MS 39762, USA
2Department of Biostatistics, MGH Institute of Health Professions, Boston, MA 02129, USA

Received 16 March 2012; Accepted 7 May 2012

Academic Editor: Annemie Desoete

Copyright © 2012 Rebecca R. Robichaux and A. J. Guarino. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This study assessed the hypothesis that preservice teachers who were required to assemble a portfolio assessment would report greater scores on professionalism as measured by The Student Teaching Reflection Survey (STRS) (Robichaux, 2001) than preservice teachers who were not required to assemble a portfolio assessment. Results from a sample of 510 preservice teachers (232 nonportfolios and 278 portfolios) supported the hypothesis. Assembling a professional portfolio appears to develop more reflective practitioners, which in turn leads to the development of a more effective educator capable of handling the complexities of the teaching profession.