Portfolio Use in Twenty-Four Teacher Education Programs.

Abstract

Currently there are many teacher educators who are using and studying portfolios (Barton & Collins, 1993; Carroll, Potthoff & Huber, 1996; McLaughlin VMokhtari, Yellin, Bull & Montgomery, 1996;Morin, 1995; Ryan & Kuhs, 1993; Wilcox, 1996; Wolf, 1989; Wolf & Siu „ . „ , , , Runyan, 1996). The majority of this work describes Rebecca S. Anderson and . . .. . . . , ., _ „ how portfolios are used, why they are used, and how Lisa DeMeulle are . n . :' . . , . , . . , they are put together. During a relatively short period assistant professors in the r, . , , . , , . „ r, or time, we as teacher educators have learned much Department of Instruction . , » , „ ■ , about portfolios. The time has come, however, for us and Curriculum , .5, . e to shift our attention away from how to put a ea ers ip att e portfolio together toward a systematic look at the University of Memphis, ... ... ^ , , ,. implications of portfolio use in teacher education Memphis, Tennessee. The (Herman & Wmtcrs> i994). What are teacher educa tors learning from using portfolios in their pro grams? This study was designed to answer this question. research reported here was funded in part by the Center for Research on Educational Policy and the Office of the Vice Provost for Research at Research Design the University of We mailed an open-ended questionnaire to 127 Memphis. teacher educators around the country asking them to

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