domains as described in the different papers. Towards the end of each CPD
programme, the teachers submitted a portfolio that documented evidence to
demonstrate their progress towards accomplished teaching in one of the six domains.
Outlines of the CPD programmes have been published (2007) and more detailed
information can be located on poecpd.org.uk.
Use of the Portfolio
An essential feature of each programme was the construction of an individual
portfolio by participating teachers, which would include evidence of how teaching
strategies had been implemented and how teachers reflected on their practice. In each
domain, the teachers were provided with expert input based on previous research that
helped to guide the construction of teachers’ portfolios. In addition, sharing and
discussing portfolio entries with peers in the programme was perceived as a means of
enhancing reflective practice through collaborative analysis of evidence.
Previous research that supports the potential of portfolios as a tool for enhancing
learning and development has been widely reviewed and documented (Lyons, 1998;
Dinham & Scott, 2003; Orland-Barak, 2005). Yet portfolios have been defined in
different ways depending on their purpose, for example, for certification, selection,
appraisal or promotion, as well as for professional development (Klenowski, 2002).
The portfolio used for CPD purposes usually involves the selection of materials that
provide evidence for critical examination of teaching and learning practices. The
emphasis in portfolio development could be on the process of construction or on the
quality of the product, and there are tensions between these two purposes that should
inform the use of portfolios for CPD. If the product is the goal then this suggests a
summative approach, where comparison might be made between the finished
portfolios, which in turn compares the teachers’ competence within the group. Such
an emphasis is hardly conducive to collaborative endeavour. It could also render the
CPD provider the role of judge, and hence conflict with their role as facilitator and
guide. If a more formative approach was to be undertaken, then it seemed important
that the emphasis of the professional development effort should centre on the process
of constructing the portfolio rather than the finished product. Linked to this was the
necessity of creating a professional development environment where teachers were
open to sharing their ideas, as well as seeking and offering support amongst their
peers. The CPD programmes of the King’s -Weizmann project sought to incorporate
substantive conversation and collaboration between participants as they engaged in
the process of constructing individual portfolios to foster a collaborative professional
development environment.
Research Tools and Analyses
Throughout the three year project, data were collected both by the teachers
involved in the CPD programme and the researchers. Video or audio-
recordings were made of each CPD teacher meeting and data were also
collected from interviews, classroom observations, classroom videos and
questionnaires. The completed portfolios also provided a rich data source.
Permission was sought from the teachers to use the work they produced for
their portfolio entries as well as that from utterances at teacher meetings and
the interview and classroom observation data. Anonymity of teachers and