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Abstract

Recent changes to national accreditation requirements have emphasised portfolios as the required mechanism for initial teacher education providers to demonstrate the impact of their programs against the Graduate Teacher Standards and to prepare graduates to be classroom ready. This paper presents findings from a national survey of teacher educators developed to capture how and where implementation of portfolios of evidence has been occurring. Discussion focuses on the reported concentration of activities within small programmatic teams and the comprehensive level of involvement that champions of portfolios are assuming. The priorities pursued by these individuals and teams are presented alongside possible implications of the limited uptake across faculties, as well as the need for further study to better understand the current extent of implementation.

Item Type:	Article
Authors/Creators:	Morrison, CM and Masters, J and Quentin-Baxter, M
Keywords:	eportfolio teacher education
Journal or Publication Title:	Australian Journal of Teacher Education
Publisher:	Edith Cowan University
ISSN:	0313-5373
DOI / ID Number:	10.14221/ajte.2018v43n7.6
Copyright Information:	Copyright 2018 the author
Related URLs:	Google Scholar: Morrison, CM UTAS Profile: Morrison, CM Google Scholar: Masters, J UTAS Profile: Masters, J Google Scholar: Quentin-Baxter, M UTAS Profile: Quentin-Baxter, M
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