Search results for: Addison Emily

This article explores the possible role of teaching portfolios as an effective tool both for the negotiation of identity and for the demonstration of teaching competence. Through examining the perceptions of teachers who are in their first five years of teaching, the authors seek to re-frame teaching portfolios in relation to repertoires of practice, a sociocultural historical phrase referring to shared competencies within a given community. The authors conclude that this re-framing enables novice teachers to understand competencies as the repertoires of the teaching profession and that they can enact these repertoires, or competencies, through a range of different practices.