Introduction

For more than a decade, accreditation agencies have stressed the importance of assessing educational outcomes to improve the evaluation of learning. The demand to provide evidence for meeting learning outcomes is continuously increasing as the shift from process-oriented to outcome-oriented accreditation is expected (Lee & Walsh, 2004). This shift implies that more weight is being given to demonstrating the achievement of the learning outcomes rather than simply having a set of assessments to accomplish. The academic performance of college students is measured in various ways. One way that has recently received increased attention and is considered useful for showing strong evidence of achieving learning outcomes is the portfolio (Advani et al., 2014). Portfolios have been defined in many ways; one synthesized definition provided by Weigle (2007) describes them as a reflective, purposeful, and meaningful collection of students' works that documents their efforts, achievements, and progress in learning. This definition is most relevant to this study given the emphasis it places on the importance of the portfolio to document students’ efforts, achievements, and progress. Weigle’s definition is important for this study because it parallels with the purpose of the Capstone Portfolio used by ECEC at Sultan Qaboos University (SQU).

In order to graduate with a Bachelor in Early Childhood Education (ECE), students are usually required to fulfil various criteria. The specific criteria may vary based on the country, institution, and relevant accreditation standards, but they are designed to prepare graduates for successful careers in early childhood education in a comprehensive manner. These may include completing mandatory coursework on child development and pedagogy, gaining hands-on experience in early childhood education, carrying out research or capstone projects, demonstrating professional skills, meeting applicable accreditation standards, passing examinations, fulfilling student teaching or internship requirements, and maintaining a minimum GPA.

Attention to child development has significantly increased in many societies as a result of social developments and research findings on the importance of this stage (Al Salmi & Gelir, 2024; Cohen et al., 2021). In ECE programs, portfolios are usually recommended as one of the practical ways to assess ECE professional skills. One reason is that portfolios are considered an authentic method for assessing learning because students get to select what to include in them as evidence. Another reason is that the students reflect on the work they include in their portfolio to pinpoint their strengths and contemplate the weaknesses of their work to provide ways their work can be improved and made stronger—a strategy used in reflective portfolios. When students reflect on their work, they demonstrate their growth in their specialization both personally and professionally (Tsybulsky & Muchnik-Rozanov, 2019). In addition, students use showcase portfolios to display their achievements, which provide them with a self-assessment of their development and learning.

The Early Childhood Education Program (ECE) at Sultan Qaboos University (SQU) addresses the increasing attention to early childhood education by preparing ECE teachers and equipping them with the necessary skills to provide the care that a child needs in various aspects, and be able to utilize observation skills and evaluation instruments in assessing children's development. To do this, the ECE program's study plan was aligned to the 2010 international standards set by the National Association for the Education of Young Children (NAEYC) to prepare the teacher candidates to be competent professionals, ready to contribute to the early education field, and children's learning and development. This professional organization and alignment of course standards with NAEYC standards (NAEYC, 2011) led to the international recognition of the ECE program by NAEYC. One of the tools used in the program is the Professional Development course, which uses students' capstone portfolios as the main requirement.

Portfolios as Accreditation Tools

There is a strong desire to improve teacher preparation programs at the national and international levels. Portfolios have been used in teacher preparation programs to show student learning, achievement, and program assessment. Some colleges and universities have begun to use electronic portfolios to display examples of student work and to report data required by external accreditation agencies, such as the Council for the Accreditation of Educator Preparation (CAEP). Portfolios are considered an effective instrument for constructively documenting learning and planning for future development (Wetzel & Strudler, 2006). They go far beyond the mere collection of artefacts. To achieve the goals of using portfolios, the purpose of the portfolio must be clearly defined and explained to the learners from the start (Kicken et al., 2009). The use of portfolios to document student learning and achievements, the development of their critical thinking skills, and program assessment require student and faculty interaction and participation to review the students' progress throughout their study (Kim & Lundberg, 2016).

Research has shown that portfolios are useful in the evaluation of pre-service teachers' and beginning teachers' performance (Jacobs et al., 2008; Strudler & Wetzel, 2011; Wetzel & Strudler, 2006). Teacher preparation programs increasingly use portfolios to validate that their teacher candidates are gradually meeting standards for program accreditation purposes and as a tool for program evaluation. Research has also shown that portfolios can be valid tools for reflection because the artefacts (e.g. assignments, lesson plans, recorded lessons, samples of student work, etc.) that are usually included in the portfolio are chosen by the student-teachers themselves, making them authentic reflections of achievements and valid documents for pointing out strengths and weaknesses (Danielson, 2007; Mansvelder-Longayroux et al., 2007).

National initiatives have concentrated on creating proposed program standards for accreditation, including standards on the preparation of course contents, assessments, and institutional reporting and accountability through Oman Authority for Academic Accreditation and Quality Assurance of Education (OAAAQA). These standards have not been approved and are not in effect. However, the College of Education at SQU’s ECE teacher preparation programs endeavour to train teachers professionally in several teaching competencies, including planning, material development, assessment, designing and employing appropriate activities to develop the child at all professional levels, and designing a suitable environment for children (Haslip & Gullo, 2018; Ljubetic, 2012). Furthermore, the ECE program at SQU facilitates contact with parents by training ECE teacher candidates on effective methods for parental communication, as well as emphasizing equipping teacher candidates with the necessary skills to work with children with special needs from an early age and training them to identify possible learning disabilities. Given all these competencies that the ECE teacher candidates are acquiring throughout the study, there was a need to help the ECE teacher candidates realize, document, and connect the learning they are attaining to the lifelong learning competencies. There are many methods for equipping the ECE teacher candidates with these important competencies, including practicum courses, observation visits to ECE institutions, and fieldwork courses. However, portfolios are also considered one of the best means for documenting students' learning and expanding their abilities to link theory to practice (Bastian et al., 2018).

In addition to testing, developing a professional portfolio is an effective way for educators in early childhood classrooms to document the rich variety of children's work in order to assess the learning progress of young children. Jones and Shelton (2011) state that:

Portfolios are rich, contextual, highly personalized documentaries of one's learning journey. They contain purposefully organized documentation that demonstrates specific knowledge, skills, dispositions, and accomplishments achieved over time. Portfolios represent connections made between actions and beliefs, thinking and doing, and evidence and criteria. They are a medium for reflection through which the builder constructs meaning, makes the learning process transparent and learning visible, crystallizes insights, and anticipates future direction. They represent both an expression of constructivist learning and a vehicle for constructivist practice, (pp. 18–19).

In addition, portfolios not only help to document the learners' growth but also provide powerful resources for early childhood educators' professional training and development (Beka & Kulinxha, 2021; Kakupa & Xue, 2019; Oner & Adadan, 2011; Chien, 2015). That is why professional portfolios are considered a comprehensive record of a person's career life. In addition, many employers expect to see a candidate's portfolio when they apply for a teaching position. For this reason, the ECE department at SQU developed a sole course (Professional Development) that focuses on helping the ECE teacher candidates and guiding them in developing a capstone portfolio during the teacher-training program.

The Professional Development Course

The National Association for the Education of Young Children (NAEYC) has seven standards for the preparation of early childhood teachers, which are: (1) promoting child development and learning; (2) building family and community relationships; (3) observing, documenting, and assessing to support young children and families; (4) using developmentally effective approaches; (5) using content knowledge to build meaningful curriculum; (6) becoming a professional; and (7) engaging in early childhood field experiences. The professional development course offered to ECE teacher candidates has been aligned with these standards to prepare the teacher candidates to be able to demonstrate what they know and can do as early childhood teachers. The purpose of the professional development course is to equip the ECE teacher candidates with the needed skills to help them develop as professionals and to display their skills to others. It is anticipated that through this course, the teacher candidates will be able to convince the education profession and the public that ECE teachers who are prepared at SQU meet the highest professional standards and can positively influence the learning of their students.

During the course, the ECE teacher candidates prepare a professional portfolio as part of the coursework required for graduation. The portfolio is an assortment of a student's work that exhibits the student's development over time as an early childhood educator. It pinpoints what an evolving teacher knows and the capacities in which she is still emerging. The capstone portfolio showcases the student's capacity to think critically by linking the student's work to the National Association for the Education of Young Children (NAEYC) standards. Each student is required to select the best artefact that shows how she meets the expectations of each standard. The presented artefacts, along with the written reflections, are evidence of the teacher candidates' ability to see the connection between theory and practice. Some of the other components that the candidates included in the capstone portfolio are their resume, personal philosophy statement, practical experiences, a closing statement, and appendices. The appendices include memberships in professional groups or societies, certificates earned, workshops conducted or attended, proof of voluntary work, pictures of activities, photographs taken during their work with children, and any other materials that support their development as professionals in the field of early education. The teacher candidates include artefacts that represent each of the NAEYC Standards (NAEYC, 2011). Each artefact is an assignment that was meaningful to them. Examples of artefacts include lesson plans, notes of observations of children, research papers, class projects, self-evaluations, teacher evaluations, article reviews, and other artefacts that demonstrate competence relative to program outcomes. In addition, the teacher candidates collect and prepare a list of all the educational materials and activities that they have designed during their study and align them with the NAEYC standards to help them see the correlation between theory and practice.

Each student also creates an electronic version of the capstone portfolio by designing a website and uploading the entire portfolio on it in an organized manner. Creating an electronic portfolio is intended to support the teacher candidates' digital biliteracy (Al-Salmi & Smith, 2015a; Lankshear & Knobel, 2006; Selfe & Hawisher, 2004) and provide them with an opportunity to implement their digital skills besides having their portfolio accessible by other professionals in the field.

Present Study

In this study, the researcher investigated the views of two cohorts of pre-service ECEC, a total of six participants, and reported their experiences in creating the capstone portfolio. Interviews and artefact analysis were used to collect data. The experiential Learning model of Adult Learning theory (Blaschke, 2012; Knowles, 1984; Stoten, 2020; Zepeda et al., 2014) is used to understand how the candidates made sense of their concrete experience through the development of their portfolios. In a adult learning approach, learners exhibit high levels of autonomy and self-direction, with a focus on enhancing their capacity and capability. The aim is to cultivate learners who are adequately equipped to navigate the intricacies of contemporary work environments. The model also explains this dynamic process starting with the real-world experiences that the candidates go through, followed by reflective observations to critically analyse those experiences. The candidates then connect their academic knowledge that they gained throughout the program with the practical experiences they go through, showcasing the integration of theory and its application to new situations, a concept that is supported by the andragogy and adult learning theory (Blaschke, 2012; Knowles, 1984). Throughout the program with the practical experiences that the candidates go through, accordingly, the capstone portfolio serves to demonstrate candidates’ growth, the degree of their fulfilment of NAEYC standards (NAEYC, 2011), and the achievement of the teacher preparation program outcomes.

Various teacher education programs incorporate electronic portfolios (Wilhelm et al., 2006); however, there has been little research into the perceptions of teacher candidates over the benefits and challenges of incorporating portfolios into their programs of study. The majority of the available literature focuses on student training issues, and some literature focuses on how teachers and students can use portfolios to improve their teaching and learning strategies. More information, however, is required to assist teacher educators in planning effective ways to facilitate the use of portfolios in the classroom. The study, therefore, aims to investigate college students' perceptions of the benefits and challenges of using capstone portfolios, as well as the differences capstone portfolios bring to their profession. This study specifically sought to uncover the perceptions of teacher candidates enrolled in an early childhood program towards the Middle East on the importance of capstone portfolios.

The researcher aimed to answer the following questions:

  • To what extent do pre-service early childhood candidates perceive the importance of the capstone portfolio?

  • What are the advantages and disadvantages of capstone portfolios in the professional development of preservice early childhood candidates?

Method

A qualitative case study approach was used to explore the students' attitudes and perceptions towards the importance of the capstone portfolio and the added value they received during the process of portfolio development. The study's participants were chosen using purposeful sampling. The researcher initiated contact with the Early Childhood Education Program students by explaining the study and its purpose during an informal meeting with all the students who completed the PD course. Students who expressed an interest in taking part in the study were asked to fill out an informed consent form and agree to participate in an in-depth, semi-structured interviews, the focus group interviews, in addition to give permission to use their completed portfolios as artefact for analysis.

A grounded theory design was employed in this qualitative case study research to collect and analyse data. The grounded theory design is an ideal qualitative research methodology for collecting and analysing data on capstone portfolios with (ECE) candidates due to its systematic, inductive approach and flexibility (Creswell, 2013). It allows for the exploration of the complex and context-specific nature of capstone portfolios. This methodology facilitates in-depth data analysis, emphasizes participant perspectives, and help provide practical implications (Charmaz & Bryant, 2010) for ECE programs, making it a valuable tool for understanding and enhancing the role of capstone portfolios in ECE candidate education and professional development. Recognizing potential constraints is crucial when using grounded theory to examine capstone portfolios. These include the need for a lot of resources for data gathering and analysis, the subjectivity involved in assessing portfolio content, and difficulties in effectively communicating conclusions (Birks & Mills, 2022). Although it may not provide precise recommendations, it is useful for identifying emerging themes and trends (Charmaz & Bryant, 2010). Using grounded theory for collecting and analysing the data gathered from the interviews and artefacts was a lengthy process, yet it provided flexible and dynamic way to answer the research questions. The approach allowed the researcher to study the participants’ views through the analysis of the artefacts, and the ongoing analysis allowed the researcher to streamline and saturate the data collection and analysis (Charmaz & Bryant, 2010; Creswell, 2013).

Context

This study explored ECE candidates' views on the importance of the capstone portfolio, which they completed during a Professional Development (PD) course during semester nine of a ten-semester undergraduate early childhood education program. The program of study in the ECE specialization contains a total of 126 credit hours distributed among major requirement courses (105), nine credit hours for major electives, and 12 credit hours for university requirements. The major requirements include 25 credit hours dedicated to educational courses that prepare students for practical applications of knowledge, 17 credit hours for support courses, and 69 credit hours for specialized courses in ECE. The timing of the PD course in the overall program was particularly purposeful, as it coincided with the last of five internship placements before a full-time student teaching experience.

The PD course focused on enhancing ECE candidates' skills in putting together a portfolio where they reflect on their work, experiences, assignments, and practices in light of the program standards (NAEYC). The students organize their portfolios to cover various aspects of their personalities as ECE candidates, as outlined by the NAEYC standards (NAEYC, 2011). The organization of the portfolio includes an introduction where the ECE candidates write about themselves and introduce their journey in the program to the reader, showing the reasons why they chose to study in this specialization and how they were able to achieve their goals. The ECE candidates also include a teaching philosophy, a reflection on each of the standards (six reflections), and a CV showing their professional development through participation and attendance in activities that serve their own development. In each reflection, the ECE candidates show how they met the sub-elements of each standard by reflecting on their work and showing strengths and weaknesses; they also show how they would improve their work if they were given a chance to do so.

The course is an independent study where the students work to put together their PD portfolio on their own, following a specific calendar provided by the instructor. The instructor meets with each student individually about once a week or as requested by the student. At the beginning of the course, the instructor meets with all the students to explain the course content, requirements, and procedures. The class meets again at many intervals as requested by the students or seen as necessary by the instructor. Along with the face-to-face delivery, the course is set up on Moodle, an interactive learning platform, where all course documents are uploaded, all assignments are submitted, and distant discussions take place. The course instructor provided this discussion option to make sure that the students have a means to communicate and ask questions of each other and the instructor. In addition, the platform provides the students with opportunities to practice the use of the discourse language that is expected in their writing of the different components of the PD portfolio.

Procedure

The data collected for this study took place in the semester after the students have completed the PD course (Spring 2021 and Spring 2022). The researcher sent an email to all candidates at the beginning of the Spring semester (a total of 12 candidates) and informed them of the purpose of the research and that their participation was voluntary. Six candidates agreed to participate in the study.

The participants provided qualitative data for the study through semi-structured individual interviews, focus-group interviews (both types lasting 40–60 min), and the analysis of artefacts included in the portfolio. The artefacts were essentially written records in the form of reflections that the participants had included in their capstone portfolios and were used to compare the participants' feelings about the capstone portfolio process. Interviews were audio-recorded with the participant's permission. Each participant was interviewed four times, at least twice individually, in addition to participating twice in focus group interviews. The researcher started the study within semi-structured individual interviews to allow a deeper dialogue and discussed common issues that came up when the focus-group interviews were conducted at later stages of the research to confirm common understandings importance, advantages, and disadvantages of the capstone portfolios.

The interviews for this study were conducted in the library located at the Child Care Center (CCC) where the candidates conducted their training because it was a familiar site to them. The use of Moodle (a learning management system) was a course requirement, to submit and grade course assignments. All participants have been using Moodle since the beginning of their studies, and their use of Moodle expanded and increased during the COVID-19 pandemic, when all courses were converted online through the use of Moodle as a learning management system.

Participants

The participants in the study included six candidates majoring in Early Childhood Education from two cohorts (each three of the participants enrolled in the course in Fall 2021 and 2022). Samia, Ahlam, Hind, Sheikha, Amal, and Zahra (pseudonyms) were in their final year of study when they participated in this study; for that reason, they are being called candidates. All participants are Omani nationals and enrolled in the PD course as part of the requirements of their degree plan in Early Childhood Education. All participants communicated in English with the instructor and completed the portfolio in English, as that is the language of instruction in the program. All participants were female (the program of study is for females only), whose ages ranged from 21 to 22 at the time of the study.

Data Analysis

Consistent with the grounded theory design adopted in this study, the researcher analysed the data using three types of coding procedures. The data were first coded using open coding (Emerson et al., 2011) by going through the transcribed interviews to form categories and subcategories. The researcher then explored any interrelationships between the interview data and the artefact analysis using axial coding. Data collected for this study were coded and analysed for themes, similarities, and differences. Member checking was used to ensure the accuracy of the qualitative data interpretations; participants were contacted again and asked for feedback on the findings of the qualitative data analysis. This procedure helped confirm or disprove the consistency of the qualitative data interpretations. Participant confidentiality was maintained by using pseudonyms instead of names when reporting the data. The data analysis methods allowed for an in-depth and holistic study of the participants' experiences to address the research questions. The researcher investigated how the candidates perceive their experiences in PD portfolio creation and how that experience helped meet the accreditation requirements for the portfolio.

Findings

An analysis of the results revealed that overall, the candidates perceive the capstone portfolios to be important. Data collected from the interviews and artefact analysis support this claim and provide evidence that the process of the compilation of the capstone portfolio component helped the candidates understand their achievements and needs to be professionals in this field.

The research findings have undergone rigorous analysis to address the central research questions concerning the perceived significance of the capstone portfolio among Early Childhood Education candidates (ECEC), alongside its use as a tool for professional development. The emergent themes have been systematically categorized into five distinct domains to address the research questions as follows: (1) acceptability of candidates to the idea of the capstone portfolio, (2) the educational impact of the capstone portfolio, (3) cognitive complexity of the process of creating the capstone portfolio, and (4) authenticity of the capstone portfolio for the achievement of NAEYC Accreditation Standards (NAEYC, 2011).

Acceptability

Responses from the candidates shed light on their dedication to compiling and composing the elements of the capstone portfolio, a task often viewed as demanding. A predominant consensus emerged among participants regarding the profound usefulness of the capstone portfolio in facilitating employment prospects. This purpose appeared to be the strongest incentive that motivated the candidates to engage in the capstone portfolio development and exert efforts in its refinement. The candidates unanimously acknowledged the pivotal role of the capstone portfolio in informing future career trajectories and enhancing prospects within the early childhood education domain. As articulated by Zahra:

My biggest motivation to work on the capstone portfolio is the help it is going to provide me in applying for a job. I think when employers see my achievements and experiences they will be motivated to give me a chance to work in their institution.

The candidates’ responses suggest their active involvement in the creation process of the capstone portfolio. Furthermore, the perceived significance of the capstone portfolio as robust evidence of their competencies during employment pursuits indicates a motivational factor driving their engagement. Additionally, candidates reported that beyond serving as a compelling exhibit of competencies during job searches, the professional portfolio serves as a narrative encapsulating the experiences cultivated throughout their tenure in the Early Childhood Education program. They commended the capstone portfolio as an effective means of consolidating four-years' worth of academic and professional accomplishments into a coherent and enduring presentation. Samia noted her perspective saying, “I felt good about putting the capstone portfolio together because it helped me see all my work in one place and keep it together”. The discourse on the compilation process of the capstone portfolio appeared to evoke feelings of satisfaction and personal fulfilment, effectively highlighting the perceived value of the capstone portfolio while also recognizing its benefits as a vehicle for professional growth.

Educational Impact

The educational impact is another salient theme that emerged from the data highlighting the importance and advantages of the capstone portfolio. The candidates articulated a profound sense of satisfaction when discussing the role of the capstone portfolio in fostering their self-awareness of professional growth and facilitating the monitoring of their development through the examination of the artefacts that they have worked on and included in the capstone portfolio. One candidate, Amal, noted, “I felt very happy after I reviewed all my work; it shows evidence of my growth as a professional in the field through the artefacts that I select and the reflections I write on them,” Amal stated. According to Gefler et al. (2004), the portfolio is a compilation of the ECE teacher candidate's work over a specific period that typically includes all the materials and activities they produce, samples of lesson plans, research papers, assignments, and videoed excerpts of their teaching.

In alignment with prior research findings, research findings (Al-Salmi & Smith, 2015b; Mullen et al., 2005; Woodward & Nanlohy, 2004) perceived that engagement in crafting the capstone portfolio served to enhance their digital literacy and technological competencies. However, this positive impact was contingent upon their individual initiatives to acquire the necessary skills for creating a personal website. Ahlam expressed:

Yes, we did not receive training on how to make our website, but in the process of learning how to do that on my own, I came across a lot of useful technological strategies, some related to personal website creation and some related to using technology for teaching.

The candidates viewed the personal website they developed for the capstone portfolios as an effective method for gathering learning outcomes acquired during their academic journey. They recognized the value of consolidating learning experiences and reflecting on previous knowledge to pinpoint areas needing further development and devise strategies to address them, identifying this aspect as a notable advantage. Engaging in the capstone portfolio creation process supported the candidates in discerning both current and future learning needs, conceptualizing it as a process of gathering and synthesizing information relevant to their career and personal growth, showing, hence, that the capstone portfolio was an important aspect of realizing their professional growth.

Cognitive Complexity

The third theme identified during the data collection and analysis pertains to the cognitive complexity requisite to produce the capstone portfolio. An integral aspect of the ECE candidate's portfolio entails the meticulous consideration of all artefacts developed throughout their program of study, aligning them with the NAEYC standards. Candidates are tasked with composing reflections for each standard, illustrating how the artefacts contribute to meeting the standard requirements. One candidate, Hind, underscored the cognitive depth required, stating that such reflective writing “allowed us to critically think about what we wrote after the accumulated experiences that we went through”. Furthermore, revisiting the artefacts to write the reflections afforded the candidates the opportunity to “show what [we] have learned and exhibit [our] growth”, Ahlam added.

In support of this observation, the candidates' written reflections provided compelling evidence that most of them have honed their skills and deepened their knowledge through critical self-reflection aimed at enhancing their work. Also, the candidates conducted analyses showing the alignment between the coursework in their ECE program and the NAEYC standards (NAEYC, 2011), as evidenced by artefacts and reflections. However, in composing this aspect, candidates encountered challenges in aligning artefacts with specific standards. Sheikha articulated this difficulty, stating, “it wasn't easy to decide which artefact addresses the standard. We usually have to go through all of them to decide, and that makes it very difficult and time-consuming”. Zahra also noted that “we sometimes do not find any artefact that directly addresses the standard; we had to go back to the instructors to help us make the connection”. This observation prompted candidates to engage further in dialogue and propose potential solutions to address the challenge. Amal made an exclamation, suggesting, “we in fact could have checked the course objectives; I think the course outline maps the course objectives and the standards!” Subsequently, a moment of realization ensued, evoking a sense of embarrassment among the candidates, as many admitted to not routinely reviewing the course outline (highlighted in the discussion). The discussion surrounding the cognitive complexity of the capstone portfolio seemed to elicit sentiments of contentment and individual fulfilment, thereby emphasizing the perceived significance of the portfolio and acknowledging its positive role as a catalyst for professional development.

Authenticity

Another significant theme emerging from the data emphasized the significance and benefits of the capstone portfolio, particularly in terms of its authenticity. The candidates expressed that the capstone portfolio enhanced their self-representation and professional identity in the ECE field as it substantiated their adherence to the international standards outlined by NAEYC's international standards for Early Childhood Education (NAEYC, 2011). Furthermore, the candidates understood the primary objective behind mandating the capstone portfolio, which is to fulfil accreditation standards. As expressed by Amal:

Thinking about it like that affects us positively and negatively. I don't want to work on it because it is needed for accreditation, which makes me feel like I'm not enjoying what I'm doing. I think of it as a way to achieve personal objectives and proof that I have acquired Early Childhood professional skills according to international standards.

Concerning their readiness to construct the capstone portfolio, candidates revealed limited familiarity with its requirements prior to its implementation in their final year of the program. Samia noted her awareness of the portfolio's existence and the need to retain work for its compilation, though she lacked detailed knowledge of its components. Hind likewise acknowledged prior cohort candidates' descriptions of the professional development course as rigorous. Zahra elaborated on the challenges encountered in creating the personal website version of the capstone portfolio, stating:

Although we have been exposed to a technology class through the program, I have not received adequate training on how to create my website to show my capstone portfolio. But it wasn't so difficult; I liked the fact that I had to figure it out on my own because I believe that way, I will never forget how to do it.

Ahlam further noted that she successfully developed her website by leveraging instructional resources available on platforms like YouTube, which provided guidance on utilizing wikis and Google Sites for this purpose. Typically, candidates receive a single workshop at the onset of the final semester of their study, intended to aid them in crafting their capstone portfolio. Candidates remarked that while the workshop was informative, its timing before they commenced work on the portfolio rendered retention of its content challenging. Sheikha commented:

The workshop was informative and made a lot of sense at the time of its administration, but when I started to work on it, so many questions arose, and I felt like I did not remember anything that was said during the workshop.

The aforementioned perceptions and experiences clarify that despite the challenges encountering obstacles in creating the capstone portfolio and the personal website, candidates successfully completed the task through individual initiative and ongoing learning. Their success reflects the suitability of the capstone portfolio creation process in demonstrating professionalism, fostering professional growth, and fulfilling professional practice requirements as stipulated by NAEYC 2010 standard (NAEYC, 2011) which focusses on future and lifelong learning as an important aspect of the teachers’ development as professional. These perceptions assert the importance of the capstone portfolio and its advantages in raising self-representation of the ECE candidates.

Discussion

Students often struggle to recognize how their learning experiences contribute to their professional development throughout their study. Beyond the mere compilation of data for accreditation purposes, the professional development course serves a crucial function in guiding students to perceive and comprehend the progression of their knowledge and skills as aspiring early childhood educators. Through the development of the capstone portfolio, ECE candidates successfully synthesize information from diverse coursework and align it with the standards set forth by the NAEYC (NAEYC, 2011). This process equips them with the ability to assess their professional growth, competencies, and aptitudes pertaining to effective engagement with young learners, thereby enabling the establishment of personalized goals for continuous professional advancement. Moreover, ECE candidates demonstrate proficiency in meeting the seven NAEYC Standards, which are foundational in preparing them to assume the responsibilities inherent in the role of an ECE professional.

The professional portfolio of the ECE candidates serves as more than mere attestations to their alignment with NAEYC standards (NAEYC, 2011); it also emphasizes significant advancements in their pedagogical practices. Guðjónsdóttir and Óskarsdóttir (2023) research emphasizes the pivotal role of inclusive pedagogy in fostering ongoing professional development, which enhances educators' knowledge base, skill sets, and instructional approaches. The marked progress observed in the coursework further underscores the value of the professional portfolio as a reflective tool. Crafting the professional portfolio entails a rigorous process of self-assessment and peer sharing, catalyzing critical thinking, and facilitating the integration of past and present learning experiences. Research indicates that nurturing critical thinking skills in education can pave the pathway for professional growth (Curwood, 2014). Within the tenets of adult learning theories (Blaschke, 2012; Knowles, 1984; Zepeda et al., 2014), research underscores the transformative impact of constructive feedback on students' learning trajectories and professional growth (Kitto et al., 2018; Tekin & Al-Salmi, 2019; Webster-Wright, 2009; Zepeda et al., 2014). Furthermore, the deliberate efforts of ECE teacher candidates to scrutinize their work, identify areas for improvement, and articulate evolving perspectives serve to enrich their professional development and deepen their understanding of the interplay between theory and practice. Moreover, ECE teacher candidates enhance their research skills by exploring diverse literature within the field, thereby broadening their professional knowledge. These multifaceted advancements and refinements collectively serve as compelling evidence of the program's adherence to NAEYC standards for international recognition.

Conclusion

Professional capstone portfolios within the Early Childhood Education (ECE) program at SQU have reaffirmed the longstanding belief in portfolios as a catalyst for student–teacher development. These portfolios have demonstrated their efficacy in enabling candidates to consolidate their pedagogical practices and bridge theoretical knowledge with practical application. By engaging in this process, candidates have enhanced their performance in fieldwork courses and honed their ability to navigate diverse classroom dynamics, catering to individual competencies and disparities among young learners. Functioning as both a self-assessment tool for candidates and a means of substantiating program compliance with accreditation standards, the professional portfolio serves a dual purpose in fostering professional growth and providing tangible evidence of educational quality.