Abstract: This paper reports a comparative analysis of case studies of seven prospective secondary mathematics teachers. The individual case studies described the participants’ experiences in an undergraduate preparation program during the implementation of a portfolio‐based credentialing process. The researchers studied how the participants’ electronic teaching portfolio (ePortfolio) design practices changed during their tenure in the program, and how acquiring these practices supported their development of habits of mind emphasized in the curriculum of their teacher preparation program.
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Hartmann, C., & Calandra, B. (2007). Diffusion and reinvention of ePortfolio design practices as a catalyst for teacher learning. Technology, Pedagogy and Education, 16(1), 77–93. https://doi.org/10.1080/14759390601168080