Portfolios in Context: A Comparative Study in Two Preservice Teacher Education Programs

摘要

Portfolio authoring tools within teacher preparation institutions have changed dramatically as portfolios have moved from paper to electronic formats and now to the Web. This study used Engestroem's Cultural-Historical Activity Theory (1987) to examine how portfolio tools, along with external influences and institutional contexts, mediate the experiences ofpreservice teachers creating program-required portfolios. The analysis revealed the networked nature of portfolio authorship and tensions arising from the network of activity. The findings can help accreditation officials, college administrators, and portfolio leaders better understand the impact of these programs on preservice teachers in order to inform policy and implementation.