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Portfolio as practice: the narratives of emerging teachers
ARTICLE

TATE Volume 17, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved July 31, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(00)00041-X

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