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In this study we explore teachers’ perceptions about their involvement in the design and
implementation of a new Learning Portfolio (LP) initiative in an English Language
Preparatory School in Turkey. Our analysis of the questionnaire revealed some conflicting ideas regarding teachers’ beliefs in the effectiveness of the LP and their involvement in the design of the LP. In my presentation, I will focus on the tensions in teachers’ perceptions about the LP. I suggest possibilities as to how teachers and students may be practically included in the planning stages of curriculum initiatives like the LP.