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- W256234093 abstract "The increased focus on the preparation of pre-service teachers for teaching in an ever-changing world impacts how teacher education programs both prepare and assess pre-service teachers (National Commission on Teaching and America’s Future, 1996). The most recent impetus for this focus began with a general call for reform of public schools that ultimately demanded high standards and demonstration of performance by both teachers and their students (Carnegie Forum on Education and the Economy, 1986; Darling-Hammond, 1986; Goodlad, 1990, 1994; Holmes Group, 1986). Teacher education programs had to change from a model of paper and pencil evaluation to one in which the teacher is responsible for demonstrating his or her own knowledge and skills in actual teaching situations (Shulman, 1987). Portfolios provide one means of monitoring, documenting and assessing both the preservice teacher and the teacher education program. The reality of developing a portfolio process that has meaning to preservice teachers and that incorporates a conceptual framework and related standards is a challenge confronting educators today. Nevertheless, the use of portfolios for assessment coordinates with the new National Council for Accreditation of Teacher Education’s (NCATE) standards that assess pre-service teacher performance prior to entry into the profession (NCATE, 2000). Furthermore, developing portfolios pro-" @default.
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- W256234093 date "2005-10-01" @default.
- W256234093 modified "2023-09-23" @default.
- W256234093 title "Implementing Portfolios in a Teacher Education Program." @default.
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