Portfolio as practice: the narratives of emerging teachers
TATE Volume 17, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
This article opens with a discussion of portfolio construction as a complex social practice with intentions, rules and standards. This definition is not typically found in teacher education literature, and has implications for evaluating students’ portfolios. Later, I present and discuss teacher education students’ recollections of creating portfolios in a one-year program at the University of British Columbia. Though stories differ, common themes emerge that support earlier claims about the purposes of portfolios in teacher education. In conclusion, I argue that portfolios should have a place in programs, but only if we address important concerns.
Darling, L.F. (2001). Portfolio as practice: the narratives of emerging teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 17(1), 107-121. Elsevier Ltd.
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Meeting Teacher Expectations in a DL Professional Development Programme - A Case Study for Sustained Applied Competence as Programme Outcome
Corn Kruger & Ona Janse van Rensburg, North-West University; Marike De Witt, University of South Africa
The International Review of Research in Open and Distributed Learning Vol. 17, No. 4 (Jul 08, 2016)
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