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Abstract

Effective teacher education requires robust tools to bridge theory and practice. The Portfolio of Evidence (PoE) is widely used in Work-Integrated Learning (WIL) to assess pre-service teachers, yet empirical research on student teachers’ lived experiences with the PoE remains limited, particularly in resource-constrained contexts such as South Africa. This hermeneutic-phenomenological study explored student teachers’ experiences of the PoE as a WIL assessment tool, focusing on its impact on professional development and reflective practice. In-depth interviews and reflective journals were analysed thematically with seventeen final-year student teachers from a South African university, guided by Humanistic Theory. Four interconnected themes emerged: the PoE as a catalyst for professional identity formation through self-reflection and self-efficacy; emotionally intelligent pedagogy that enhances inclusive classroom connections; adaptive teaching through technology integration to address diverse learner needs; and assessment transparency that fosters trust and accountability. Findings advance Humanistic and Experiential Learning Theory by mapping Kolb’s cycle onto PoE processes. Practical recommendations include embedding emotional intelligence training into teacher education, strengthening mentor support for reflective dialogue, and leveraging technology to promote equitable pedagogy. Policy recommendations include standardising adaptable PoE criteria and investing in digital infrastructure for underserved schools. The PoE transcends assessment, becoming a transformative scaffold for developing reflective, empathetic, and adaptive educators.

Keywords

Portfolio of Evidence, Work-Integrated Learning, Teacher Education, Reflective Practice, Emotional Intelligence

Article Details

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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