Main Article Content
This paper aims to explore the inextricable link between teaching and learning via the use of portfolios as a form of assessment for pre-service and in-service teachers’ professional practice. Specifically, it reviews the body of literature that conceptualizes and defines reflection and reflective practice in the context of teacher education and examines the portfolio’s role as a conduit for teachers’ reflection and professional transformation. The reviewed literature suggests that the use of the portfolio provides formative assessment while, to some extent, promoting professional development and improved practice via enhanced reflection, although the quality of such reflection may not reach a critical level. With careful attention to the introduction of the portfolio and guided support throughout the portfolio process, the use of portfolio assessment can be valuable in the context of teacher education in the higher education system.