Portfolio as practice: the narratives of emerging teachers |
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Institution: | 1. Department of Physics, University of Shahrood, Shahrood 36155-316, Iran;2. Department of Chemistry, University of Shahrood, Shahrood 36155-316, Iran;1. Department of painting, faculty of fine arts, Granada university, 18071 Granada, Spain;2. Department of mineralogy and petrology, faculty of sciences, Granada university, 18071 Granada, Spain |
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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. |
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