Case studies of six preservice teacher portfolios were developed in an effort to understand how electronic and traditional portfolios help preservice teachers conceptualize themselves as teachers, represent their knowledge, and communicate it to others. This study used a sociocultural frame to consider how the tool chosen for portfolio authoring interacts with other artifacts in the setting to influence conceptions of portfolio audience, purpose, form, and content. The cases include both a paper and an electronic portfolio from three different secondary subject areas: language arts, social studies, and science (physics). Data was collected by means of think-aloud commentaries, participant interview, and examination of both supporting TEP portfolio documents and completed portfolios. Findings suggest that authors' ideas about purpose and audience are crucial factors for conceptualizing and reflecting on one's teaching practice. The study also found that while portfolios provide a vehicle for documenting preservice teachers' pedagogical content knowledge, they need structures to help them stay focused on student learning. Finally, the study found that there are significant differences between traditional and web portfolios. Despite the difficulties portfolio authors had in using the technology and designing documents for the web, these portfolios offer greater potential for continuing professional development.
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