This research will clarify the facts regarding professional portfolios and practical seminars for the teaching profession, as well as what students learn through such opportunities, based on the results of interviews with students who participated in practical seminars for the teaching profession.
First, students recognized the considerations made to maintain balance between lecture-focused and exercise-focused classes, and creative approaches to lessons such as group work. Second, regarding professional portfolios, reflection upon the knowledge accumulated beyond the four years of study at university may be useful in helping students to recognize their own achievements and future challenges. Third, the qualifications and abilities that were formed through practical seminars for the teaching profession included a sense of mission, affection for education, interpersonal skills, and a sense of responsibility. It is also important to clearly indicate standards and make students aware of the qualifications and abilities that the university wants them to acquire.
Based on the above, the authors believe that practical seminars for the teaching profession (including professional portfolios) are also meaningful in terms of performing a key role for assuring quality.