Theoretical and bibliographical discourse on portfolios in teacher education
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Abstract
In this paper, we examined the category of Theoreticalbibliographic discourse on portfolios in teacher education. We performed the bibliographic mapping followed by a Discursive Textual Analysis in thirteen papers. The analysis process resulted in the following subcategories: (i) history, definition, characteristics, types, and uses; (i) artifact of assessment and reflection; and (iii) benefits and challenges. The results relied on the portfolios uses as assessment and reflection artifacts where the education network is present. If there are benefits for the participants, the challenges in its implementation are enormous. The importance and diffusion of portfolios
require further research to validate the arguments in favor of their use.
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