Unpacking Teacher Portfolios: A Mixed Method Study of Development, Pedagogical Content Knowledge, and Reflective Practice

Sherill C. Tago

Teacher II, Digos City Senior High School, Digos City, Philippines 

Glenda F. Uniforme 

Teacher III, A.L. Navarro National High School, Lasang, Davao City, Philippines

Marleonie M. Bauyot 

Faculty, Ateneo de Davao University, Davao City, Philippines

Abstract

This study examined how senior high school teachers in Digos City develop their portfolios, focusing on documenting pedagogical content knowledge (PCK) and reflective practices and the relationship between these constructs and teaching experience. The study employed an embedded mixed-methods design, incorporating a quantitative survey to assess PCK, reflective practices, and qualitative focus group discussions (FGDs) to explore teachers' experiences and portfolio development strategies. The Quantitative data were analyzed using descriptive statistics and Pearson's correlation, while qualitative data from FGDs were analyzed thematically using Colaizzi's phenomenological method. The study identified five key themes in portfolio development: a systematic approach, reflective practice as a guiding principle, the impact of professional development, external feedback, and teaching experience. Teachers demonstrated "extensive" PCK across content, pedagogical, and curriculum knowledge. A moderate positive correlation was found between years of teaching experience and PCK. Teachers showed "extensive" reflective practices in practical experience and metacognition but only "moderately extensive" in cognitive aspects. A strong positive correlation was also found between PCK and reflective practice. The study concludes that teacher portfolios are valuable tools for professional growth when developed systematically and supported by professional development, emphasizing the importance of strengthening teachers' PCK and reflective practices through comprehensive training and fostering a collaborative environment. 

Keywords: teacher portfolio, pedagogical content knowledge, reflective practice, teacher development, professional development 

How to cite:

Tago, S., Uniforme. G., & Bauyot, M. (2025). Unpacking Teacher Portfolios: A Mixed Method Study of Development, Pedagogical Content Knowledge, and Reflective Practice. International Journal of Multidisciplinary Educational Research and Innovation. 3(1), 76-106. https://doi.org/10.17613/z3g2e-j5a57 

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