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Action in Teacher Education Volume 20, 1998 - Issue 3
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Original Articles

Conceptual Frameworks, Portfolio Assessment and Faculty Mentoring: Bridges to Standards-Based Teacher Education Programs

Stanley E. Wigle The University of Tennessee-Martin, USA
&
George T. White The University of Tennessee-Martin, USA
Pages 39-49 | Published online: 06 Jan 2012
 
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Abstract

The purpose of this article is to describe how conceptual frameworks, portfolio assessment, and faculty mentoring have been used to transition a teacher preparation program to a standards-based approach. The implications for teacher preparation program design are discussed.

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