Contributions are invited to a new cross-journal special collection that describe novel advances in critical zone research, with specific consideration for transferable and broadly applicable science.
The authors explore ethical considerations, as well as logistical concerns of online portfolio creation by teacher candidates by examining how the Reading Faculty in one university instituted a cross-course online portfolio that followed students as they progressed through their Master's degree in Teaching (MAT) program. This grassroots online portfolio initiative, while collegial, became a microcosm of technology use in education today where faculty attempted to provide students with a job-seeking tool while also encouraging reflection on their growth in the teaching profession. This tenuous line in an environment of hyper-standardization and accountability left unanswered questions. Faculty worked to transparently examine costs and benefits to stake-holders. This chapter describes how the online portfolio project developed, and offers vignettes that illustrate some of these issues faced by the teacher educators who implemented the project across their courses.
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