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Abstract

This paper documents a yearlong pilot study, conducted by teacher education faculty, to evaluate methods for creating, sustaining, and assessing teaching portfolios. Selected issues with paper-based and software-based programs are compared. Key design, instructional, and procedural problems that arose during this study are discussed as well. The findings of this study support the need for a flexible electronic portfolio system in which students play a key role in the design, development, and content of their portfolios as well as the need for a clearly articulated academic purpose and requirements for the teaching portfolio with implications for students in all disciplines.

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