A Programmatic View of Portfolios for Urban Teacher Preparation

A Second Look

Bibliographic Data

ID9729416
AuthorsKaren K Rigoni (University of Wisconsin–Milwaukee, corresponding author), Marleen C Pugach (0000-0002-3646-470X, University of Wisconsin–Milwaukee), Hope Longwell‐grice (University of Wisconsin–Milwaukee), Hope Longwell-Grice (University of Wisconsin–Milwaukee), Alison Ford (0000-0002-6596-9539, University of Wisconsin–Milwaukee)
Year2013
Volume45
Issue1
Pages88-119
Publication date2013-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124511408598
OpenAlexW1989698112
LanguageEN
Citations received2
References cited10

This replication study represents an analysis of 47 exit portfolios of students enrolled in an urban teacher education program. Portfolios were analyzed to determine the degree to which students integrated concepts related to teaching in urban schools: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teaching and learning. The portfolios fall into three groups along a continuum from “awareness” to “trying things out” to “making it their own.” With 30%, 51%, and 19% falling into each group respectively, the data are interpreted in relationship to faculty development and the challenges of scaffolding preservice teachers

Asset (computer security · Mathematics education · Pedagogy · Social justice · Social science · Sociology · Teacher education · Teacher Preparation · Computer Science · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies

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