This article explains how key principles of holistic constructivism were used to revise a graduate teacher education program and develop a portfolio model of evaluation. The program is built around individualized portfolios, applied projects, collaborative work, student evaluation, and professional presentation of student work. Three students in the program discuss how the principles of the revised program and the portfolio process affected their education and their teaching. The authors present strategies for helping teacher education students create innovative educational programs in their schools.
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