Adult Learners’ Perceptions of Teaching Portfolios: Reflection, Motivation, and Identity Development in Community Education

Mohammed Xolile Ntshangase; Nkarhi Excellent Mathebula; Ronnie Risimati Maceke; Kingley Chinaza; Isaac Zachariah

doi:10.33650/ijess.v5i2.14589

Adult Learners’ Perceptions of Teaching Portfolios: Reflection, Motivation, and Identity Development in Community Education

DOI: https://doi.org/10.33650/ijess.v5i2.14589

Authors

(1) * Mohammed Xolile Ntshangase

(University of Limpopo)
        South Africa
(2)  Nkarhi Excellent Mathebula   (University of Limpopo)
        South Africa
(3)  Ronnie Risimati Maceke   (University of Limpopo)
        South Africa
(4)  Kingley Chinaza   (University of Nnamdi Azikiwe)
        Ghana
(5)  Isaac Zachariah   (Arrupe Jesuit University)
        Zimbabwe
(*) Corresponding Author

Abstract

This study examines adult learners’ perceptions and experiences of teaching portfolios in Community Education and Training (CET), focusing on their potential to support reflection, academic growth, motivation, confidence, and learner identity. The study used a qualitative design involving ten adult learners and three facilitators. Data were generated through semi-structured interviews and non-participant classroom observations and analyzed through data condensation, data display, and data verification. The findings identified five interconnected themes. Teaching portfolios supported learners’ reflection and academic growth by enabling them to review their work and recognize progress. They also strengthened motivation, confidence, and learner identity; however, literacy difficulties, limited instructional time, and inadequate learning materials constrained engagement. Facilitator scaffolding, explicit guidance, and constructive feedback were central to meaningful portfolio engagement. A further tension emerged between portfolios as developmental learning tools and their use as compliance-oriented assessment requirements. The findings suggest that portfolios can serve as inclusive, developmentally oriented assessment practices when supported by responsive facilitation, accessible learning conditions, and sufficient opportunities for reflection. CET practitioners should therefore prioritize learner support and developmental purposes rather than treating portfolios primarily as administrative requirements.

Keywords

Adult Learners, Teaching Portfolios, Learner Perceptions

Full Text: PDF

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Indonesian Journal of Education and Social Studies

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