The Effect of Using Teaching Portfolio on Developing Reflective Thinking among Master Program Students in Education College at King Saud University / Latefa Saleh Alsemairi
This study aimed at investigating the effect of teaching portfolio on developing reflective thinking among students in master program at king Saud university. To achieve the aim of this study, one group pre-test, post-test design was used and the sample of the study consisted of 32 students. The results of the study showed that: There are significant statistical differences at level (α=0.01) between means of preappliction and post-application in favor of post application in the following reflective thinking skills: (a) Open-mindedness, (b) Selfguided, (c) Intellectual responsibility. There are significant statistical differences at level (α=0.01) between means of preapplication and postapplication in favor of post- application in the three reflective thinking skills together. According to the results, it was recommended to adopt teaching portfolio experience among students among students in master program at education collages of Saudi Arabia after being proven effective.
Key words: Portfolio, Professional Portfolio, Performative Task, Reflective Writing, Reflective Thinking Skills.