In teacher education, portfolio has been described as an educational measure and alternative assessment instrument, generally qualified as tools for enhancing learning and development. However, there is a growing call for reconsidering its value in reflective practice. It seems that the structure of the e-portfolio places emphasis more on the portfolio as product than the portfolio as an approach, thereby allowing reflection on the learning process. Using the Interconnected Model for Professional Growth as theoretical framework, we explore the appropriateness of the life story metaphor as a structure for an intercultural e-portfolio environment. The authors will present their prototype and put forth anticipated research questions.
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