CW2001 Program - Computers and Writing

2:15 — 3:30 Session C.6
Digital Portfolios for Teacher Education
RB 292
Kathleen Blake Yancey, moderator
Laurie Mullen
Developing a University-Wide Approach to
Teacher Education Portfolios
This presentation provides background related to the collaborative
process we’ve utilized in conceptualizing a digital portfolio requirement
for all teacher education majors; discusses the philosophical, logistical,
and infrastructure considerations that have been part of the process;
describes the portfolio model we’ve decided on; and provides a list of
resources for other institutions who may be considering a similar path.
Bill Bauer
The Portfolio Model
The portfolio-building approach we have designed responds to a
variety of needs–personal, pedagogical, and program related–at
different stages of a student’s progress, from admission to graduation.
We have chosen four main stages for the process, within which
students build toward “decision points” in their teacher training:
(1) builds on successful completion of introductory courses in Teacher’s
college and content areas, culminating in student becoming Teacher
Education Aspirant; (2) culminates in admission to the Teacher Education
Curriculum; (3) culminates in Admission to Student Teaching; and
(4) culminates in graduation and licensure.
Webster Newbold
The Content of the Portfolio
Our portfolio development task force emerged with a framework that
is as yet in formative stages, but which most probably emerges as a
Web-based portfolio program with a literacy-focused, reflective core.
Throughout their teacher education program and into their careers,
students are guided to assess their learning, commitment, and
development as prospective teachers; these documents take the shape
of hypertextual systems as their creators link with artifacts and other
relevant materials that show their growth personally and professionally.
Computers & Writing 2001
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