Evaluative /Feasibility (142)

The portfolio procedures a teacher-educator uses in an undergraduate course in teaching reading in the elementary school have proven successful in helping students begin to articulate a philosophy of literacy instruction and assessment. The process also contributes additional benefits to students ' levels of self-esteem, self-confidence, and their overall perception of the value of their teacher preparation program. The process is made up of identifiable phases, which can be described as introduction, clarification, organization, presentation, reflection, and evaluation. The teacher-educator used the process in two sections of students (approximately 60) enrolled in a course in methods of literacy instruction. As information pertaining to the portfolio procedure 4as collected, several patterns emerged: (1) students typically identified similar themes of key categories as they described th