Abstract
Abstract The authors describe their exploration of the value of professional portfolios in teacher education. They clearly define professional portfolios as the fusion of processes and products of self‐evaluation and collaborative evaluation. They relate their experience in introducing portfolios and related practices to their teacher education program, their findings from a small pilot study when portfolios were used to supplement traditional applications for teaching jobs, and their responses to a mail survey of school superintendents. They conclude with a statement of their belief that the value of professional portfolios in teacher education is both actual and potential.
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