Using a teacher portfolio as a professional development tool for Turkish early childhood teachers

To enhance the effectiveness of in-service teacher professional development in Türkiye, a shift from traditional models to approaches empowering teachers with active, decision-making roles is essential. Teacher portfolios serve as a tool to foster self-directed and teacher-led professional development through self-assessment, professional development planning, and reflective functions. This study employed a holistic multiple-case design to assess the impact of teacher portfolios on early childhood teachers’ professional development. Data were collected from nine teachers through observation, interviews, and document analysis, and analyzed using Evans’ Professional Development Conceptual Model. The findings contribute to a deeper understanding of the impact of teacher portfolios on the interconnected components of professional development, indicating that while they foster teacher-led and effective professional development opportunities, their efficacy is shaped by specific contextual factors. These results are expected to inform future research and initiatives aimed at enhancing teacher quality.