This paper first examines how the graduate institute of teacher education at Bank Street College of Education, New York, has worked to foster reflective practice over time and across program components. It examines the mission and structures that have been enacted to this end and identifies ongoing challenges encountered. The paper first discusses…

This paper documents efforts to implement portfolio assessment projects at Bank Street College (New York), with a larger goal of fostering reflective practice among student teachers. The use of portfolios was adopted as an alternative option for students' culminating projects, and was found to mesh well with the college's institutional and…

Case study methodology is used to explore the progress of one cohort of graduate students at Bank Street College of Education (New York). The portfolio process requires students to: (1) identify and discuss the artifacts that they find most significant in their personal and professional development; (2) identify connections between and among…

Teacher education programs rarely help teachers develop those attitudes and skills that will enable them to identify and speak out for that which they know and value. This research reports on a preservice program based on the assumption that by systematically requiring teachers both to reflect on their own practice and to seek out and respond to…

This case study documents one graduate student's reflections on her personal and professional development as a teacher as part of a portfolio project. Her story describes how she has blended a teaching philosophy that combines the traditional pedagogy of her own early education with her subsequent experiences as a student and as a teacher using…