This qualitative study investigated the integration of personal teaching portfolios by three-year post Diploma in Education learner-lecturers pursuing a Bachelor of Education degree in Teacher Education (B.EdTE) in art and design and music. The portfolio approach was implemented within the attachment phase of the programme in teachers colleges. Findings revealed that individual mapping aided professional growth and application of disciplinary content knowledge by students. In addition, reflection featured as a central self-assessment construct in portfolio development. However, limited sessional time in colleges marred students from initiating and exploring innovative pedagogical strategies for enhanced learning. The study suggests extending the conception of the portfolio to include digitalisation of research based materials and implementation of broader authentic assessment modes within dialogical and collegial frameworks for the development of 21^st century competences in teaching art and design and music.

这项定性研究调查了攻读艺术、设计和音乐教师教育学士学位 (B.EdTE) 的三年制教育文凭后学习者讲师的个人教学组合整合情况。档案袋方法是在师范学院项目的实习阶段实施的。研究结果显示，个人绘图有助于学生的专业成长和学科内容知识的应用。此外，反思是投资组合开发中的核心自我评估结构。然而，大学有限的上课时间阻碍了学生发起和探索增强学习的创新教学策略。世纪在艺术、设计和音乐教学方面的能力^。