Experiencing the Portfolio Process During the Internship: A Comparative Analysis of Two PETE Portfolio Models

A comparative analysis of two PETE portfolio models was conducted to determine the impact on intern perceptions of the value of the teaching port-folio, intern professional growth, and portfolio representation in single and dual internship site placements. The portfolio model served as the curricular intervention during the student teaching experience of 67 interns in two PETE programs. A mixed method was used to discern the impact of each portfolio model. The Defining Issues Test, weekly reflection logs, and a culminating questionnaire served as data sources. One program employed extensive re-flective writings and single placement sites; the other program used less ex-tensive reflective practice and dual placement sites. Although interns showed no change in moral judgment reasoning, most valued the portfolio process as an indicator of professional growth. Differences in reflective practice and similarities in dual versus single-site placements were noted. Key Words: teaching portfolios, professional growth, reflection The teaching portfolio is designed as a collection of selected materials vali