Over the past two decades, reflection and reflective practice have been regarded as standards towards which teachers and teacher educators must strive. Portfolios are often promoted as an important means for developing reflective practices of teacher candidates and teachers. This book includes the results of a study which aimed to examine student teachers perceptions of their experiences of constructing a portfolio in order to develop a more reflective portfolio construction tool. The research was conducted at Eastern Mediterranean University in North Cyprus, focusing on the EDUC 420 Practice...