Practicum Portfolio Assessment and Professional Development of Pre-Service Teachers
Dr. Ali Murtaza, Dr. Javed Iqbal, Dr. Abdul Rehman Khaleeq

Abstract
This study examines the role of portfolios assessment in the professional development of pre-service teachers in new teacher training program. In Pakistan, four years new teachers training program was introduced with the collaboration of USAID in 2009 to produce the quality teachers. Teaching practicum is a core area in this program for practical teaching at practicing schools. To maintain the quality and similarity in the whole country, the practical assessment portfolio was developed as per international standards and National Professional Standards for Teachers in Pakistan. The evaluation of pre-service teachers is done through the aforesaid portfolio. The study involves how assessment portfolios plays role in the development of professional skills of prospective teachers. The study defines the present status of assessment portfolio and its connection between theory and practice in the actual classroom situation. It also analyzes the application of portfolio assessment components in practice teaching at real situation. The study further identifies the issues and problems being faced into the application of portfolio assessment system in practice teaching. The literature review also highlights the important steps taken by the State of Pakistan for teacher education and training program. Both qualitative and quantitative research methods are used in the study. Data are analyzed through the application of appropriate statistical techniques. Recommendations of the study have been gathered under the following considerations: Teaching practice is a crucial element in the teacher training program. It is necessary to improve the quality of teacher training programs. Prospective teachers spend almost 6-8 months in the school for the purpose of training and teaching practice. The recommendations of the study include that the supervisors and the cooperating teachers may organize proper guidance sessions for prospective teachers. The cooperating teachers may stay in the classroom while the prospective teachers deliver the lesson in the classroom. Components of assessment portfolio may be well organized and integrated for professional development of pre-service teachers.

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