Abstract
Two teacher institutions in Norway involved in a new ICT‐supported portfolio project provide data for our study. In this paper we present a model of analysis for portfolio processes based on sociocultural perspectives of learning and assessment and describe and discuss differences and similarities of the portfolio models in these institutions in relation to our model of analysis. We also highlight areas for improvement; among them the importance of building reflection, self‐assessment and feedback into portfolio assignments and processes in such a way that it becomes part of what is documented. This will strengthen the formative assessment aspect of portfolios. The summative assessment practices are strongly influenced by exam traditions in both institutions. Digital portfolios provide new learning opportunities that are not yet fully utilized. By way of conclusion we explore some critical aspects of portfolios in teacher education in light of Wenger's social theory of learning, focusing on the concepts participation, reification and identity formation.
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